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Introductions and Welcome! Introductions –level of knowledge with quality and what you hope to get out of this training Why Continuous Improvement? What.

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Presentation on theme: "Introductions and Welcome! Introductions –level of knowledge with quality and what you hope to get out of this training Why Continuous Improvement? What."— Presentation transcript:

1 Introductions and Welcome! Introductions –level of knowledge with quality and what you hope to get out of this training Why Continuous Improvement? What is Quality? Why Quality and Continuous Improvement? Alignment

2 Agenda For Today! Quality Tools: Parking lot, plus/delta, radar chart, brainstorming, affinity diagram, nominal group technique, process diagram Quality Processes: Overview of PDSA and PDSA- Define the System. Principles of Quality: Overview of the principles of quality, The Customer Principle The Continuous Improvement Classroom: Creating a continuous improvement environment (ground rules, classroom mission statements and goal setting)

3 Whats Your Definition of Quality? Every organization needs to understand what quality is and what it isnt.

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7 What is a Quality Teacher?

8 Changing Mindset… A paradigm is any set of rules or regulations that defines boundaries and tells you how to behave. Paradigms help us get through the day, but they also can work against us.

9 Look at the words and name the colors you see. Dont name the words you read.

10 Theory, Process, & Tools Theory Tools Process Baldrige Criteria

11 Our First Tools! Parking Lot/Issue Bin:Parking Lot/Issue Bin: (Supplement #1) Designed to allow participants to park ideas that need to be addressed in the future –Allows the meeting to stay focused and on task –Items can be placed on the parking lot at any time Plus/Delta:Plus/Delta: (Supplement #2) An interactive plus/delta allows customer feedback throughout the session

12 Supplemental worksheet 2A (for classroom use)

13 Self Assessment - Radar Diagram A radar diagram provides a visual display of performance in various categories. See (Supplement #3) Radar Diagram for step by step directions Complete the Self Assessment Radar Diagram (Supplement #4) –What is your current level of knowledge of continuous improvement process and tools?

14 The Continuous Improvement Classroom Creating the spirit and substance of continuous improvement in the classroom How do we create the environment? What does it look like, sound like and feel like? Review Supplemental #9 & #10 PowerPoint- Intro to the Continuous Improvement ClassroomPowerPoint- Intro to the Continuous Improvement Classroom

15 ACT PLAN STUDY DO Plan Continuous Improvement Define the System Standardize Improvement Study the Results Assess Current Situation Try Out Improvement Theory Analyze Causes

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19 Review PDSA With a partner, take a few minutes to review the following: –Process & Tools Work Book pages 42 – 64 –Review Improvement guide and PDSA Samples (in the 3- ring binder to see actual school examples of PDSA Complete PDSA KWL (Supplemental # 5) I know that PDSA is… I want to know more about… I learned that PDSA is…

20 7 Step Improvement Process ( Pages 42-64) Communication Story Board (42-43) Define the system (44-53) Assess current situation (54-56) Analyze cause (57) Try out improvement theory (58-59) Study the results (60-62) Standardize improvements (63) Plan for continuous improvement (64)

21 Lets Get Started!

22 Ground Rules For Teams See page 13 in Process & Tools work book Expectations can help establish ground rules for working together –Expectations of Self –Expectations of Team Establish your ground rules See handout Ground Rules (Supplemental # 6)

23 Setting Ground Rules Teams will process several ideas for ground rules utilizing the following quality tools: –Brainstorming –Affinity diagram –Nominal group technique

24 Brainstorming (Supplemental # 7) What is it? The free, uninhibited generation of ideas, usually in a group setting. A process for generating many ideas

25 Brainstorming Goals To generate a wide variety and extensive number of ideas. Everyone on the team becomes involved in the problem solving process. To insure that nothing is overlooked. To create an atmosphere of creativity and openness.

26 Brainstorming Rules No criticism allowed. Each person has an equal opportunity to express ideas. Quantity over quality. Piggybacking or hitchhiking is encouraged.

27 Brainstorming How is it made? 1. Select a recorder and group facilitator. 2. Generate ideas. 3. Record the ideas.

28 Try It Out- Brainstorming In teams, brainstorm a list of possible ground rules for your team. 1. Select a recorder and group facilitator. 2. Generate ideas. 3. Record the ideas-1 per sticky note

29 Now Lets Organize Our Thoughts The affinity diagram

30 Affinity Diagrams

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32 Affinity Diagram (pages 1-10 tool book) What is it? Organized output from brainstorming session. A tool to generate, organize, and consolidate information.

33 Affinity Diagram How is it made? Choose a group leader or facilitator. Move the sticky notes into like piles. Name each group/pile with header information (descriptive phrase). Discuss the piles and categories.

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35 Affinity Diagram

36 Try It Out- Affinity Diagram Complete the affinity diagram using the list of ideas generated from the brainstorming session –Choose a group leader or facilitator. –Move the sticky notes into like piles. –Name each group/pile with header information (descriptive phrase). –Discuss the piles and categories.

37 Getting to the Critical Few… If there are too many groups of ideas, teams may have to narrow selections down to the critical few A word about consensus (Page 16) Using the Nominal Group Technique (NGT) to narrow choices

38 Light Voting/NGT

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40 Nominal Group Technique (pages 129-138 tool book) What is it? - A structured group process used to help make decisions - A tool to give everyone on the team an equal voice in decision making - A way to generate more unique, higher quality ideas

41 Nominal Group Technique How is it made? 1. Begin by looking at the results of the affinity diagram (the grouped areas of focus) 2. Discuss each group/pile and clarify 3. Establish criteria for the voting Rank order, weighted vote, distribution vote

42 Nominal Group Technique How is it made? (cont.) 4. Conduct a preliminary vote. a. Individuals choose the items most important to them. b. Rank order the ideas. c. Record the votes. d. Discuss the results of the vote.

43 Try It Out- NGT Now that the affinity diagram is complete… Individuals choose the items most important to them. a. Rank order the cards (or vote) b. Record the votes c. Discuss the results of the vote d. Agree/get consensus on decision

44 Ground Rules Report Out What are your groups ground rules?

45 Probletunity!

46 Problems are opportunities in disguise Early experience often teaches that failure is to be avoided at all costs…

47 Your toughest problems can be your springboard to the new paradigm.

48 A Probletunity… A probletunity is a problem… yet an opportunity for improvement Begin thinking about areas for improvement at your school –We will be going through the P-D-S-A process using a real problem from your school –If possible, a problem that is easily measurable works well

49 PDSA Team Assistance Guide Locate your teams PDSA Team Assistance Guide (in your 3-ring binder). One member of the team needs to keep the Master Copy that will be used back at school. Identify who will be the keeper of the master copy. The PDSA Team Assistance Guide has online components to assist you after training.

50 Probletunity Report Out Begin your PDSA by completing the PDSA Team Assistance Guide page 1 to provide some background information –Team members names –Area of opportunity –Reason for selection Examples on page 44 (workbook) and also see school examples in binder. What is your groups probeletunity? –Share with the group (page 1 of the T.A.G)

51 Complete Page 1 of the Team Assistance Guide Example on Page 44 of the workbook

52 Foundation Principles of Quality

53 Foundation Principles Are… (Pages 18-39 & Supplemental # 8) A synthesis of the principles found in leading quality theory A system of thought to guide the total quality transformation of organizations Essential for understanding continuous improvement process and tools and why it works

54 Customer Customers have dynamic needs and expectations Knowledge Knowledge comes from the rotating the Plan-Do-Study-Act cycle Systems Customers needs are satisfied through purposeful activities or Systems Variation All systems exhibit Variation People People drive change Planned Change Continuous improvement of systems occurs through Planned Change Foundation Principles

55 Customer Satisfaction?

56 The Customer Principle (19) Customers are those who benefit from what you do They represent the individuals and groups whom you serve Schools are founded to respond to customer needs Without these customers and their needs, there would be no purpose for schools

57 The Customer Principle By providing services that respond to the customer needs, schools also create customer expectations Concepts of customer needs and expectations apply to both internal and external customers

58 Types of Customers Internal –Those within the school organization who benefit from its service External –Those outside the school who actually receive its outputs; their needs are the schools reason for being –Those outside the school who have a stake in the work it does and may have power over it

59 ACT PLAN STUDY DO Plan Continuous Improvement Define the System Standardize Improvement Study the Results Assess Current Situation Try Out Improvement Theory Analyze Causes

60 Define the System (Workbook p. 66-90) Purpose: to have a description of all the characteristics of the system that is being studied and to begin gathering data on the system. Outcomes: a complete description of the system (as it currently exists), a project statement and data. Tools: Flow chart, operational definition, data gathering plan, check sheet, run chart

61 Process Form Now that page 1 is completed… Define the resources that are currently being used to produce the product or outcome of the process you selected to improve? Model use of PROCESS form –We will do an example together –Process & Tools workbook page 71 –See school examples (T.A.G. and PDSA Samples tab)

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63 Hands on Math notebook Assignment log Students Mr. Briggs Parents Board Calculators 2 Computers Math Skills Help students become knowledgeable in math Variability in math skills 10 th grade math teaching and learning Improvement in math, help from teacher Students

64 Process Diagram- Try It Out Complete the PROCESS diagram (pages 2 & 2A of the T.A.G.) Select a facilitator and recorder Brainstorm ideas for each section of the process diagram Complete the diagram as a group

65 The Continuous Improvement Classroom Classroom ground rules, mission statements, goal settingClassroom ground rules, mission statements, goal setting

66 What Questions Do You Have? Review parking lot Overview of day 2 (tomorrow!) –Continue Define the System Evaluate todays meeting –Plus/Delta

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68 Why This, Why Now? Mission: To develop world-class learners and responsible citizens Core Value: Data Driven Decisions Goal: Improve all student performance, enhance social, emotional & behavioral development

69 A framework for continuous improvement

70 Why are we doing this??

71 Whats Your Definition of Quality? Every organization needs to understand what quality is and what it isnt.

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75 Changing Mindset… A paradigm is any set of rules or regulations that defines boundaries and tells you how to behave. Paradigms help us get through the day, but they also can work against us.

76 Look at the words and name the colors you see. Dont name the words you read.

77 Theory, Process, & Tools Theory Tools Process Baldrige Criteria

78 Customer Customers have dynamic needs and expectations Knowledge Knowledge comes from the rotating the Plan-Do-Study-Act cycle Systems Customers needs are satisfied through purposeful activities or Systems Variation All systems exhibit Variation People People drive change Planned Change Continuous improvement of systems occurs through Planned Change Foundation Principles

79 The Systems Principle It is more productive to look for solutions or improvements that take the entire system into account, including its customers and suppliers (rather than a single subsystem) All parts of the system are related… if a change is made in one part of the system, the change will likely affect the entire system itself

80 Random Acts of Improvement Aim of the Organization Goals and Measures Aim of the Organization Aligned Acts of Improvement Goals and Measures

81 GOALS School Improvement Plan Aligned Acts of Improvement = Programs and processes

82 Performance Excellence At All Levels… Student C l a s s r o o m G r a d e L e v e l D e p a r t m e n t S c h o o l D i s t r i c t

83 Alignment: The Starting Point GOALS

84 Its About Alignment! Can we get everyone rowing in the same direction?

85 Leadership Requires leaders to set and communicate direction consistent with stakeholder requirements –H–How do leaders set and communicate direction?

86 The Critical Role of Walking Your Talk Simply put: If the leader doesnt get significantly involved with the effort, no one else will take it seriously.

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88 Lotus Diagram AlignmentSystems Thinking PDSA/ Action Research Data-Driven Decisions & Measurement Continuous Improvement Quality Tools Leadership/ Quality LiaisonStakeholders & Customers Staff Development

89 Whats Been Done… Navigating change in uncertain times concept (Michael Fullan) L to J (Lee Jenkins) Contemporary School Leadership An overview of the Baldrige framework Action Research and quality tools and processes (Susan Leddick) –Groups: Beginners, Continuing, Pioneers…

90 Building … Continue Action Research teams Utilize quality tools and the PDSA process for data driven decisions Continue to align student, classroom, school and District actions Connect all employees to CSIPs and the District strategic plan Continue driving toward student ownership and accountability for learning

91 Quality Level feedback Changes in Level document Research Links

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