1. ©2004 Prentice-Hall S. Thomas Foster, Jr. Boise State University PowerPoint prepared by prepared by Dave Magee University of Kentucky Lexington Community College Chapter 11 Managing Quality Improvement Teams and Projects

2. Slide 11-2 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Chapter Overview Chapter Overview Leading Teams for Quality Improvement Types of Teams Implementing Teams Managing and Controlling Projects

3. Slide 11-3 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Need for Employee Participation Slide 1 of 3 Need for Employee Participation Slide 1 of 3 In their classic article on quality and participation, Robert Cole and his coauthors explained the need for employee participation as a key element in managing changing organizations in an increasingly complex world. W.Edwards Deming, Joseph Juran, Philip Crosby and other influential voices are calling for participation and teamwork to manage businesses today.

4. Slide 11-4 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Need for Employee Participation Slide 2 of 3 Need for Employee Participation Slide 2 of 3 Reasons for participation and teamwork –Complexity in the workplace –Business is shifting away from a “command and control” environment to one of collaboration. –Complexity is driving workers to perform more knowledge work, which implies a greater amount of ambiguity, searching, researching, and learning in the job environment. –Teamwork is the natural result of collaborative practices being adopted in business. –Teams are a fundamental part of projects.

5. Slide 11-5 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Need for Employee Participation Slide 3 of 3 Need for Employee Participation Slide 3 of 3 Programmed Repeated patterns Analyzable Well understood Static Programmed Repeated patterns Analyzable Well understood Static Emergent Varied, unique Interdependent Uncertain Dynamic Emergent Varied, unique Interdependent Uncertain Dynamic Differences Between Routine and Knowledge Work Routine WorkKnowledge Work Figure 11.1

6. Slide 11-6 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Teamwork What is a Team? –A team is defined as a finite number of individuals who are united in a common purpose. Focus of the Chapter –Leading teams –Managing projects

7. Slide 11-7 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Why Employees Enjoy Teams Slide 1 of 2 Mutuality –The need for mutual support and encouragement as well as personal loyalty. Recognition for Personal Achievement –The opportunity for personal development as well as recognition for personal achievement through rewards, incentives, or status. Belonging –The individual’s need for supportive, cohesive, and friendly team relations. This implies clear communications as well as clear information and project goals.

8. Slide 11-8 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Why Employees Enjoy Teams Slide 2 of 2 Bounded Power –The need for authority and control over project resources and people, personal accountability and challenge, individuals’ abilities to influence decision that affect the project, and opportunities for personal growth and development. Creative Autonomy –The need for individuals to have the opportunity to use their creativity and potential during the course of a project and to enjoy good working conditions.

9. Slide 11-9 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Leading Teams for Quality Improvement Slide 1 of 12 Employee Empowerment –Empowerment means giving power to team members who previously had little control over their jobs. –When such power is given, management must follow through and give up a reasonable amount of control.

10. Slide 11-10 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Leading Teams for Quality Improvement Slide 2 of 12 Series of Promises to Employees Implicit in Empowerment Include: –You will have greater control over your work. –You will not be penalized for making decisions that don’t pan out. –Management is committed quality improvement over the long haul. –Management will concede more control over company systems to you. –Management values your ideas and opinions and will give them serious consideration. –Management trusts you and deserves trust in return.

11. Slide 11-11 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Leading Teams for Quality Improvement Slide 3 of 12 Preconditions Necessary for Empowerment Clear authority and accountability Participation in planning at all levels Adequate communication and information for decision making Responsibility with authority

12. Slide 11-12 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Leading Teams for Quality Improvement Slide 4 of 12 Organizational Learning –This implies change in organizational behavior in a way that improves performance. –This takes place through a network of interrelated components including teamwork, strategies, structures, cultures, systems, and their interactions. –Corporate learning relies on an open culture.

13. Slide 11-13 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Leading Teams for Quality Improvement Slide 5 of 12 Flattening Hierarchies for Improved Effectiveness –The trend is to eliminate layers of bureaucratic managers in order to improve communication and simplify work. –Too many layers of management can also impede creativity, stifle initiative, and make empowerment impossible.

14. Slide 11-14 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Leading Teams for Quality Improvement Slide 6 of 12 Team Leader Role and Responsibility –Quality professionals are unanimous – to be successful in achieving teamwork and participation, strong leadership both at the company level and within teams is essential. –In most organizations, employees want leaders who provide clear direction, necessary information, feedback on performance, insight, and ideas. –Quality management is not a vehicle by which leaders abdicate their responsibility.

15. Slide 11-15 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Leading Teams for Quality Improvement Slide 7 of 12 Situational Leadership Model –Theory proposed by Hersey and Blanchard –Clarifies the interrelationship between employee preparedness and effectiveness of leadership –According to this model, situational leadership is based on interplay among the following: The amount of guidance and direction a leader gives (task behavior). The amount of socioeconomic support a leaders provides (relationship behavior). The readiness level the followers exhibit in performing a specific task, function, or objective.

16. Slide 11-16 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Leading Teams for Quality Improvement Slide 8 of 12 Situational Leadership Model (continued) –Readiness is the extent to which a follower has the ability and willingness to accomplish a specific task. –Readiness is a function of two variables. Ability and technical skills (job maturity) Self-confidence in one’s abilities (psychological maturity) –The situational leadership model has four different styles of leadership which are driven by different contingencies. –According to the model, the best approach to leading depends on the readiness of employees to perform tasks and functions or accomplish objectives.

17. Slide 11-17 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Leading Teams for Quality Improvement Slide 9 of 12 Situational Leadership Model Selling Telling Participating Delegating High Low High Emotional Support (Consideration) Guidance (Structure) Figure 11.2

18. Slide 11-18 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Leading Teams for Quality Improvement Slide 10 of 12 Stages of a Team’s Development –Forming The team is composed and the objective for the team is set. –Storming Team members begin to get to know each other and agreements have not been made that facilitate smooth interaction. –Norming The team becomes a cohesive unit and interdependence, trust, and cooperation develop. –Performing A mutually supportive, steady state is achieved. –Mourning Team members regret the end of the project and team breaking up.

19. Slide 11-19 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Leading Teams for Quality Improvement Slide 11 of 12 Stages of Team Development Forming Storming Norming Performing Mourning Figure 11.3

20. Slide 11-20 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Leading Teams for Quality Improvement Slide 12 of 12 Team Rules –Often useful for teams to establish ground rules in order to be functional. –Ground rules can forestall conflict. –If a team is functional, individual participation enhances the group’s effectiveness. –If a team is dysfunctional, individual participation reduces the effectiveness of the group.

21. Slide 11-21 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Types of Teams Slide 1 of 4 Team Type Scope Process Improvement team Local or single department Cross-function teamMultiple departments Tiger teamOrganization-wide Natural work teamCustomer- or region-centered Self-directed work teamNarrow or broad

22. Slide 11-22 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Types of Teams Slide 2 of 4 Process Improvement Teams –Teams that work to improve processes and customer service. Cross-Functional Teams –Teams that enlist people from a variety of functional groups within the firm. –Formed to solve problems that cut across functional borders. Tiger Teams –A high-powered team assigned to work on a specific problem for a limited amount of time.

23. Slide 11-23 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Types of Teams Slide 3 of 4 Natural Work Group –Teams organized around a common product, customer, or service. Self-Directed Work Teams –A team chartered to work on projects identified by team members themselves. –Identified as either little s or big S teams. Virtual Teams –Teams that rarely or never physically meet, except in electronic meetings using group decision software.

24. Slide 11-24 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Types of Teams Slide 4 of 4 A Team Effectiveness Model 2. Simultaneity methods 1. Organizational integration methods 3. Integrated IS tools 4. Process technology 5. Process standardization methods 6. Customer input methods Team Effectiveness Team Effectiveness Project Task Performance Project Task Performance + + + + + + + Tool and Method Domains Figure 11.4 (a two stage linear additive model)

25. Slide 11-25 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Implementing Teams Slide 1 of 3 Facilitation –Helping or aiding teams by maintaining a process orientation and focusing the group. Team Building –Accomplished by following a process that identifies roles for team members and then helps them to become competent in achieving those roles. Role of the Facilitator –Make it easy for the group to know where they are going, know why they want to go there, know how to get there, and know what they’re going to do next.

26. Slide 11-26 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Implementing Teams Slide 2 of 3 Meeting Management –Effective meeting management is an important skill for a facilitator of quality improvement teams. Steps required for meeting management: –Defining an agenda. –Developing meeting objectives. –Designing the agenda activity outline. –Using process techniques.

27. Slide 11-27 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Implementing Teams Slide 3 of 3 Structured Processes –Set of rules for managing meetings –Help meetings to stay focused, to involve deeper exploration, to separate creative from evaluative activities, to provide equal opportunity for contribution, to encourage reflection, to provide objective ground rules to reduce defensiveness, and to separate the person from the idea. Parking Lot –A flipchart or whiteboard where topics that are off-the- shelf are parked with the agreement that these topics will be candidates for the next meeting’s agenda.

28. Slide 11-28 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Conflict Resolution in Teams Slide 1 of 4 Stages in the Conflict Resolution Process –Frustration. People are at odds, and competition or aggression ensues. –Conceptualization and Orientation. Opponents identify the issues that need to be resolved. –Interaction. Team members discuss and air the problems. –Outcome. The problem is resolved.

29. Slide 11-29 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Conflict Resolution in Teams Slide 2 of 4 Conflict Resolution Approaches –Passive conflict resolution –Win-win –Structured problem solving –Confronting conflict –Choosing a winner –Selecting a better alternative –Preventing conflict

30. Slide 11-30 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Conflict Resolution in Teams Slide 3 of 4 General Conflict Resolution Alternatives –Avoidance involves letting things work themselves out without involving a leader. –Defusion means smoothing ruffled feelings while getting the team project back on track. –Confrontation involves injecting the leader into the conflict to find a solution.

31. Slide 11-31 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Conflict Resolution in Teams Slide 4 of 4 Desire to satisfy other party’s concerns Low High Desire to satisfy our own concerns AvoidingAccommodating Compromising CompetingCollaborating Modes of Conflict Behavior Figure 11.7

32. Slide 11-32 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Saving Quality Teams From Failure Diagnosis-Intervention Cycle 6. Help group decide whether and how to change behavior 4. Describe observations 5. Test inferences 1. Observe behavior 3. Decide whether to intervene 2. Infer meaning Intervention StepsDiagnosis Steps Figure 11.8

33. Slide 11-33 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Managing and Controlling Projects Slide 1 of 10 Managing Quality Improvement Projects –Needs to be done in such a way that they will be coherent, thoughtful, and in alignment with organizational objectives. Project Charters –Simple tools to help teams identify objectives, participants, and expected benefits from projects. –Includes spaces for signatures to identify reporting relationships for planning purposes.

34. Slide 11-34 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Managing and Controlling Projects Slide 2 of 10 Work Breakdown Structure (WBS) –A tool for determining the tasks to complete a project. –Used to help plan the project. –Team members identify major tasks to complete the project, then subtasks and finally, minor tasks. –With large projects, it is often best to develop a separate WBS for each of the major tasks, because separate individuals or groups may be involved in different tasks.

35. Slide 11-35 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Managing and Controlling Projects Slide 3 of 10 Overall Goal Major task Subtask Major task Subtask Work Breakdown Structure Figure 11.10 Other minor tasks

36. Slide 11-36 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Managing and Controlling Projects Slide 4 of 10 Identifying Precedence Relationships –WBS tasks are placed on individual note cards and precedence relationships are identified for all tasks. –The note cards are placed in order on a large sheet of paper, and arrows are drawn between the tasks. Identifying Outcome Measures –Should be developed from team charter. –Should be done during the planning stage of a project, because some needed measures may not exist in current cost accounting systems. –Should have preliminary and post hoc data so that baselining or intervention analysis can be performed.

37. Slide 11-37 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Managing and Controlling Projects Slide 5 of 10 Identifying Task Times –Identify three time estimates for each task a = Optimistic completion time m = Most likely completion time b = Pessimistic completion time –Weighted average of tasks is calculated Expected time = (a + 4m + b)/6 –Task variance   = ((b - a)/6)  –Project variance and standard deviation   =     =    t Tt t=1 T n T

38. Slide 11-38 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Managing and Controlling Projects Slide 6 of 10 Activity Network Diagram –An activity network diagram is also known as a PERT (program evaluation and review technique) diagram or critical path (longest path in time from beginning to end) diagram and is used in controlling projects. Example of an PERT Diagram –The figure on the next slide shows a PERT diagram with nodes and times. The nodes are circles and the times are given in days.

39. Slide 11-39 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Managing and Controlling Projects Slide 7 of 10 Activity Network Diagram Figure 10.37

40. Slide 11-40 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Managing and Controlling Projects Slide 8 of 10 Steps Used to Develop an Activity Network Diagram –Using the inputs from a tree diagram listing tasks to be performed in the project, list all the tasks. –Determine task times. Use the following simple formula: (t 0 + 4t m + t  )/6 to estimate task times where: t 0 = Optimistic time estimate t m = Most likely time estimate t  = Pessimistic time estimate –Determine the precedence relationship between the tasks, that is, indicate which tasks depend on the completion of other tasks in the process.

41. Slide 11-41 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Managing and Controlling Projects Slide 9 of 10 Steps Used to Develop an Activity Network Diagram (continued) –Draw the network diagram. –Compute early start and early finish times by working from left to right in the network. These are the earliest times that individual tasks can be started and finished. –Compute late start and late finish times by moving from right to left in the network. These times are the latest times that tasks can possibly be started or finished. –Compute slack times and determine the critical path. The critical path links activities with zero slack. Slack time = Late start – Early start

42. Slide 11-42 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Managing and Controlling Projects Slide 10 of 10 Arrow Gantt Charts –Tool used for controlling team projects. Most college textbooks treat PERT charts separately from Gantt charts. –These differences are becoming inconsequential with many new software packages. Managing Multiple Projects –At times, several projects occur simultaneously in a firm. –Implementations have to be coordinated, because individuals should not be involved in too many teams in order for them to remain effective.

43. Slide 11-43 © 2004 Prentice-Hall Managing Quality: An Integrative Approach; 2nd Edition Chapter Overview Chapter Overview Leading Teams for Quality Improvement Types of Teams Implementing Teams Managing and Controlling Projects