MLC 7th Annual ConferenceBreakout Session Group #2

Business Engagement in Lean through participant centered learning

Facilitators: Anne Engler and Mark Krebs

0. Opening & IntroductionClass Opening or Closing Exercises

Ideas for other openers and closers are below.Get to Know You (Opener). At the beginning of the class, have everyone write down one thing no one in the room knows about them on an index card. Collect the cards. After each break, read one of the items and have the class guess who it is. This encourages people to come back from breaks on time.

Burning Question (Opener). When participants enter the room, ask them to reflect on their “burning question” or why did they want to take this workshop. What questions do they want answered by the end of the day. Have them share their burning question with the class and answer them as shared or put them on the parking lot.

10 Things in Common (Opener). Randomly divide meeting attendees into smaller groups of 3‐4 people. Try to put people together with others who they don’t know well. Each group must try to find 10 things that they have in common with each other. The 10 things should be as unusual as possible and cannot be things that most humans have in common (like having two eyes or two legs!). At the end of 10‐minutes, the groups read out their 10 common things. The group with the most unusual or interesting things in common wins a small treat, like a chocolate bar.

Letter or postcard to self. Have participants address an envelope or postcard to themselves; ask them to write about the changes they want to make as a result of what they have learned. They should also include their most important goal. Have them put the letter in the envelope and seal it. The instructor collects the letters and mails them to participants 30 days after the program ends.

Snowstorm. Students write down what they learned on a piece of scratch paper and wad it up. Given a signal, they throw their paper snowballs in the air. Then each learner picks up a nearby response and reads it aloud.

Child Explanation. Have participants orally describe a concept they learned in terms so simple that a child in first grade would get it.

Group Mural. Tape to a wall approximately four flipcharts, depending on how many participants you have for the training. At the end of the training, ask everyone to draw one element they have learned during the course of the presentation. Ask participants to interpret each other’s drawing.

Star Shine. At the end of the activities, ask each member of the team to mention one “star moment” they saw in another member. A “star moment” is referred to as a talent, gift or contribution a participant had towards the group. Make sure every member of the team gets a star moment. The trainer may suggest some star shines he/she has observed during the training.

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0. Opening & IntroductionClass Opening or Closing Exercises3 Things You’ve Learned. Have each participant write 3 things they’ve learned on the back on their name tent. Invite them to go and meet X number of people and share what they learned. Debrief as a class and ask if anyone would like to share something they said or heard.

Don’t Forget/ Pending Questions/ Good Ideas. Have the participants write the three headers in reflection section of their participant guide: Don’t Forget, Pending Questions, and Good Ideas. Allow individual time for each person to review their notes from the day and write something for each category. When finished, have them share with their learning partner. Invite them to put any open questions on the parking lot.

Full Plate. Pass paper plates out to participants along with a strip of masking tape. Ask each participant to take a pencil or pen. Have participants assist each other in attaching the paper plates to each other’s backs. People circulate and write positive affirmations, observations, or feedback about each person on his or her plate.

Paper Airplanes. The instructor discusses the importance of staying in touch. Pass out colored construction paper to participants; ask them to write their name, address, and phone number in the center of the paper; participants build paper airplanes under the guidance of a volunteer instructor; when finished, they simultaneously toss the planes in the air. Participants pick up an airplane and are instructed to telephone, e-mail, or write the person named on their plane within ninety days, discussing how they have incorporated ideas/skills learned in the training at their workplace.

Exit Ticket (Closer). Ask students to write their name, what they learned, and any lingering questions on a blank card or "ticket." Before they leave class, direct them to deposit their exit tickets in a folder or bin labeled either "Got It," "More Practice, Please," or "I Need Some Help!" -- whichever label best represents their relationship to the day's content. Review the questions and address those in the “need some help” the following day.

Stump Your Table Mate. Each participant writes a question on a sticky note about the material covered yesterday/earlier that day to stump their table mates. The question should not be impossible, but challenging. Once everyone has a question, take turns asking questions at your table. If you stump your table mates, share the solution with them.

Alphabet Wall. Divide the class into two groups to create competition (may be done with 1 group). Each group has a flip chart paper, with the letters A-Z written, hanging on the wall. Each group forms a line with one marker. The first person writes a word, phrase, or topic covered in class that starts with one of the letters. They pass the marker to the next person in line and go to the back of the line. This continues until the entire alphabet is completed.

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0. Opening & IntroductionPrepare: Create the following flip charts and hang on the classroom walls: House Rules, Agenda, Parking Lot, Expectations (blank), Scope/Objective (blank), and Plus/Delta. Agenda sticky notes should align with the bulleted agenda.

3 minutes

Say: Before you get too comfortable in your seat, we are going to practice getting comfortable with change. Say goodbye to your table mates and get ready to move to a new table.

Do: Have the participants count off based on the number of tables in the room. Assign a number for each table and ask them to move to their new table. the participants to complete a name tent. Optional to have them include the number of years they’ve been exposed to BPI, Lean Six Sigma, or Process Improvement on the back side of their name tent.

Do: Show PowerPoint Slide (Welcome) and welcome the class to the session. Explain that the course will be in a participant-centered format with lots of activities. Perform a safety briefing (exits, bathrooms, and what to do in case of an emergency). Explain the house rules (posted on the wall) for the training.

Do: Perform a wall walk around the room to show the rules, agenda, parking lot, expectations, scope/objectives, and plus/delta (to be performed at the end of each day 1). Explain how sticky notes will be removed from the agenda as topics are covered each day and how the parking lot will hold questions from the class to be addressed at a later time that week.

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0. Opening & IntroductionTalking Points:

(Click) Start & end on time – we value your time and want you to ensure you don’t miss any training material. If you need to step out for a meeting, please notify your instructors (instructor note – a participant can only miss 1-2 topics and they must be made up during breaks or after class)

(Click) Limit use of phones & laptops – we ask you to be present in the class, if you need to answer an email or phone call, please do so during the break or step out

(Click) Keep an open mind – be open to new ideas and methodologies that may be different from how you’ve done things before

(Click) One conversation at a time – we don’t want you to miss any material and you may have a good question that others can benefit from hearing

(Click) Value all inputs – there are no bad ideas or questions (Click) Stay positive (Click) Have fun!

10 minutes

Say: Before we get started, we will do an activity to get to know each other.

Do: Have the entire class form a circle. Every other person turns to their right. Announce that they are now facing their “learning partner” to be used throughout the course. Instruct them to spend the next 5-10 minutes getting to know each other and be prepared to introduce their partner to the class. During the introduction include one thing they would like to take away from the session.

Suggestions for topics of discussion: Your name Your current role Professional background Exposure to Process Excellence, Lean Six Sigma or Quality Programs during the past Expectations for this training One fun fact about you

10 minutes

Do: Have each person introduce their learning partner. Capture their expectations on the expectation flip chart. Optional: hand out 5 sticky dots to each participant. Ask them to come to the board individually and identify the top 5 objectives they see by placing their dot next to the objective. It can be on their own expectation or on someone else’s. Circle any objectives that have 4 or more dots. Share the circled objectives.

Do: Have the participants return to their tables.

Do: Show PowerPoint Slide (Session Objectives) and introduce the course objectives, tying them back to the class expectations captured on the wall.

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0. Opening & Introduction3 Minutes

Talking Points: Review class objectives.

Do: Ask for a volunteer from each table (who has traveled the furthest to attend the course) to come to the front and get Participant Guides for their table. Explain to the class that they will be using this guide throughout the course and flip through the sections with them briefly (including the Reflection section and Appendix).

Say (transition): This session today will open your eyes to participant centered learning and how it can be used to engage the business in lean facilitation.

Note: For the remainder of the training any time an activity or topic is taught as much as possible try to give an example from when you (the instructor) had a successful or unsuccessful event because you did not have this tool/concept or you used this tool/concept effectively.

Note: Throughout the class, you will need to use a timer for exercises. One option is this web based stop watch: http://www.online-stopwatch.com/countdown-timer/

Note: There are several places where you need to identify a volunteer. There are many options to replace the suggested text in the instructor guide:

Most pets in home Got up the earliest/latest this morning First/Last name begins closest to the letter A or Z Who stayed up the latest last night/went to bed the earliest Who drove the furthers to get here Who most recently purchased a Birthday gift for someone Who has the most/least tenure at the company Who drank the most cups of coffee today Who most recently purchased a car/cell phone Who recently completed a vacation Who most recently played a board game or cards Who’s wearing the most colors in their outfit Who watched the most TV last night Who most recently attended a wedding Who’s birthday is nearest the beginning of the year/end of the year Who most recently brought a pet into their ho

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Section 1: Participant Centered Learning

1.0 Participant Centered Learning Background

Do: have the tables think about a time when they were both a participant in a recent training and when they have given training on continuous improvement on lean, what worked well and what didn’t work so well?

Do: Discuss with the class what their interpretation is of participant centered learning. Talking points:

• Participant centered learning is a “Pull” style of learning where as much as possible the class participants pull from the instructor what they need. They learn by watching, doing, discussing.

• There is an emphasis on application to the participants real work life so it makes the information more meaningful to them, which means they will retain more.

• It keeps the participants engaged due to the variety and mixture of activity, discussions, etc. so they can keep focused on the key points

Say: In your book, you will find the different types of participant learning activities: I will divide you into teams to complete a teachback exercise. You will each be assigned a group of activities and will create a visual to teach the concept back to your teammates. Feel free to use flip chart, your participant guide, markers, sticky notes, and be as creative as you can.

Do: Split the class into groups of 3+ people. Assign each person a group of categories (no one can have the same, and everyone needs to select a category). Give them 10 minutes to complete their teach-back, and 10 minutes for all to teach the material back to their team.

Do: PowerPoint slide (Participant centered learning debrief). Walk through the questions with the class to ensure all key points have been highlighted.

Talking points:

• This is a sample spread of training activities, discussions etc. for a 3 day course. It’s important to have a good mix of the “Do’s” for different personality types in your training.

• This takes a lot more preparation and self-discipline on the training side. • It’s important to focus on not what you want to teach the class, but more importantly what

they need to take away.

Do: have the class turn to simulation round 1.

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Do: have the class reflect individually on what lean tools they could teach with this broken simulation. Debrief by showing PowerPoint slide (Toolbox and concepts-Debrief).

1.0 Participant Centered Learning Background

Example Spread of Participant Centered types in a 3 day Training:

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___% Tell / ___% Show / ___% Do

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Section 2: Simulation Exercise

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Simulation – Round 1Prepare: Print the following items for each team:

Department instructions 2 sided blank forms (Qty 100) Department Signs Customer template (Qty = # of class participants +1)

Prepare: Collect supplies needed per team: 1 Blue Pen 1 Red Pen 1 Black pen per department

Stop watch

1 Blank Flip chart per team

Prepare: At each Department place the followingDepartment Supplies1 100 blank forms, department 1 instruction slip, black pen, department 1 sign2 Department 2 instructions, black pen, department 2 sign3 Department 3 instructions, black pen, department 3 sign, For scenario…4 1 Blue and 1 red Pen, department 4 instructions, department 4 sign5 1 customer template, department 5 instructions, black pen, department 5 sign

Prepare: Set up the room for the simulation exercise. Department Layout Requirements: Mix up departments so that the

transportation is jumbled. Face all chairs away from each other so

that participants are not encouraged to communicate.

If you have department 5- ensure this person is placed so the customer template is only seen by them.

If possible put department 3 as isolated as possible.

Prepare: Create the Profit and Loss flip chart and keep it covered until the end of round 1

10 minutesSay: We are now going to leave the world of our company for the next 20 minutes. Welcome to Rapid Processing’s career fair, we are hiring for several departments.

Do: Depending on class size, chose the scenario and amount of teams you will need. If there are teams, count the class of by # of teams. Then, use the Hiring flip chart for your scenario and ask the class to volunteer for each position. Explain that everyone will have a role in the company.

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Say: welcome to Rapid Processing new employees! Now that you have been on boarded, go take a seat in your new office at your designated department.

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Simulation Round 1

At Rapid Processing my position is_________________________________________

Rapid Processing’s Motto and Mission is:

____________________________________________________________________________

____________________________________________________________________________

Rapid Processing’s Rules are:

1. Follow the ____________________________________ at your departments.

2. Complete ____ Forms at a time.

3. Transportation is ___________ responsibility.

4. Your performance is based on your __________ production in 10 minutes.

5. This is a perfect process- you ______ make changes!

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Simulation – Round 1Do: Have the manager and transporter come up front and present them with their written instructions. For Scenario B have the transporter come up front and present them with their written instructions.

Say: Rapid Processing’s mission is to process amazing things, very fast! And most importantly our motto is “When in doubt ship it out!”

Do: Go to the rules flip chart and explain the rules for your scenario. Set the timer for 10 minutes.

Say: You will have 10 minutes to produce forms. I will be playing the customer and will be sitting here waiting for my forms. Your time starts now.

10 minutesDo: Start the timer. Do not show the customer template to the team. As the customer, receive the forms from the transporter or the last department depending on scenario and quietly place the forms that do not match the template in a reject pile. You should have no accepted forms this round because the teams do not have the requirements for the ‘Q’, ‘Z’, ‘7’, and red/blue lines not going outside the circles.

Do: During the activity, look for opportunities to deliver fines of equal value (suggestion $5K) to the teams when they break the company rules for example:

Move less than 3 forms at a time Delay of production (not doing anything) Trying to change the process, Moving around other than allowed transportation, Talking with each other, etc.

Keep a tally of these fines as they will be used in the other benefits discussion during the debrief.

Do: Every few minutes call the manager verbally asking for an update on where your material is.

Do: In all scenarios answer the team when they ask you how many forms you have, the answer for this round should always be “I have not accepted any forms.” Do not tell the team(s) what you expect or give any tips on acceptance criteria.

5 minutesDo: After the 10 minutes is up, have the team(s) stay where they are but look towards you. Capture the following discussion on a flip chart.

Say: How did you feel in this current state? Were we successful? Let’s see if we made any money.10 minutes

Do: Reveal the P&L Flip chart. Refer the team to their participant guide simulation section round 1 to fill in the # of items, and cost, while you explain each item. After the team has completed the table in their participant guides debrief as a class by asking each team how much they spent in each category and their total savings.

Say: In addition to hard savings that hit our P & L we could also capture other benefits when looking at financial savings. You will learn more about these later in the class. For now we are going to consider avoiding customer fines from random auditing as an Other Benefit.

Do: Let the class know how many fines they received during this round. Direct the participants to their workbook where they can total the number of fines multiplied by the cost per fine to have a total of other benefits lost.

Do: Debrief with the group, summarizing the activity and asking if they’ve seen anything like this at our company?.

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Simulation Round 1

Hard Savings: Profit and Loss Round 1Item Description # of items $/item Round 1 $$Space 1 desk

Salary 1 person

Internal Defects Forms Rejected at any step

External Defects Forms Rejected at customer

Work in Progress (WIP)

Forms between steps

Total Costs Total of all losses

Sales Accepted forms at customer

Profit/Loss

Other Benefits Round 1

Number of Fines = ___________

Cost per Fine = $_____K

Total Cost of Fines: $______K

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Simulation – Round 2

Do: Refer the participants to their guide for a list of tools they have applied throughout the class on Rapid Processing’s broken process. Set the timer for 10 minutes and allow the team to run the simulation for a final time.

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Simulation Round 2

Tools And Concepts that could be applied: Current State Financial Benefits Customer Value SIPOC Profit and Loss Project Charter Process mapping Value Stream mapping Process Observation Data Takt Time

Voice of the Customer/Business Metrics Work Balance Chart Value Analysis 8 Wastes (TIMWOODS) 5 Why’s

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Simulation – Round 210 minutes

Say: How did this round go? Could you do even better? Let’s see if our company made any money.

Do: Have the teams get together and fill out the P&L using the same dollar amounts as round 1 for each item. Discuss how they did not receive any fines because all process changes that were fixed either weren’t important to the customer or were approved. Have them take the difference between round 1 and round 2 and share with the class.

Say: How did it feel to work in the environment at Rapid Processing now? In the next part of this training you will have the opportunity to present to your decision panel and we will revisit these improvements.

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Simulation Round 2

Hard Savings: Profit and Loss Round 2 Item Description # of items $/item Round 2 $$Space 1 desk

Salary 1 person

Internal Defects Forms Rejected at any step

External Defects Forms Rejected at customer

Work in Progress (WIP)

Forms between steps

Total Costs Total of all losses

Sales Accepted forms at customer

Profit/Loss

Other Benefits Round 2

Number of Fines = ___________

Cost per Fine = $_____K

Total Cost of Fines: $______K

Round 1 Vs. Round 2Difference between rounds $__________

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Section 3: Individual Reflection Section

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Appendix

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Participant Centered Learning Techniques: 1. Activities: An activity is an engaging game or task with a defined goal where all of the students participate. There are 4 types of activity centered on group size which are class, table, learning partner, and individual. This at the heart of participant centered learning because it switches the information from a “push” or “death by power point” style to learn by doing.

A. Class Activity/Simulation Excersize When to use this type:

When you are facilitating training with a small class <5 or when you are trying to create individual competition. When teaching a tool application where discussion after the activity can be a shorter length. Also ideal for openers and closers. Example: Process mapping, Brainstorming

A simulation exercise is a larger class activity where there can be teams involved. The task is laid out clearly and is meant to simulate an experience most often a broken or wasteful process in the lean world.

Benefits:

Creates a common experience to be referred to during the training. Learn a concept or tool by actively doing an exercise, game, or simulation

Facilitator Tips:

Read your audience and try to determine who are the extrovert’s or introverts, outspoken or quiet, disengaged or engaged. This will help you to facilitate balance from the outside.

Be wary of group think, where one or two people dominate the activity and pull others to follow their lead.

B.Table Activity When to use this type:

When you are facilitating training with larger groups (5+ participants- groups or “tables” of 3-6) or to create team competition and engagement. If the group is <5 then a class activity is synonymous with table activity.

When teaching a tool application. Example: Process mapping, brainstorming, etc.

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Benefits:

This activity type allows for the participants to achieve a common goal working together in a team environment.

It helps them to experience team dynamics in a short time frame of forming, storming, norming, performing and adjourning. The team or “table” can learn a concept or tool by applying it with a broader view of individuals.

It also provides support for team members who are newer and more hesitant to the new information.

Drives competition between tables which leads to better engagement

Facilitator Tips:

Remind the class of the activity goal, sometimes the groups can focus on competing instead of the goal at hand

Pay attention to the mixing of the groups, is everyone engaged? Are any teams stuck or did they finish too early compared to other groups? Offer

some probing questions. Caution: Do not allow one table to break before another table just because they

finish earlier.

C. Learning Partner Activity When to use this type:

When you want to encourage the most participation or the class size is too small for table groups.

When doing an opener or closer or when attempting to answer workbook questions i.e. “what type of waste can be identified from this process map?”

Benefits:

This activity type allows for the participants to maintain focus on a common goal. It helps them to learn from differing viewpoints to create a different approach to

reach that goal. It also provides support for team members who are newer and more hesitant to

the new information. Drives competition between small groups which leads to better engagement

Facilitator Tips:

Remind the class of the activity goal, sometimes the groups can focus on competing instead of the goal at hand

Pay attention to the pairings of participants, and if necessary switch them up at times, often 2 extroverts will not finish the activity and 2 introverts will finish quickly.

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Are any teams stuck or did they finish too early compared to other groups? Offer some probing questions.

Caution: Do not allow one group to break before another table just because they finish earlier

D. Individual ActivityWhen to use this type:

This is a good method to mix in when you want to engage individual class members while using the traditional training style. The trainer would heavily utilize their participant workbook to provide engaging individually completed games or tasks. Examples of this style are knowledge checks, fill in the blanks, multiple choice, practice problems, matching, short answer questions.

Benefits:

This is good style to pair with a time when you need to provide one-way information during the first introduction of a topic. It allows you and the learners to check in with their knowledge retention. For example, after teaching the concept of TIMWOODS via explanation + class discussion, you could use a matching game to

Facilitator Tips:

Make sure to allow the right amount of time to complete the activities, some people may need more time to read, think internally and then complete the item.

If the activity is meant to be paired with your presenting at the same time, let the participants know, i.e. “you can fill in the blank while I explain the next topic”

2. Discussions: The Oxford dictionary defines a discussion as “The action or process of talking about something in order to reach a decision or to exchange ideas.” This changes the information from “tell” one way communication to conversations that allow the participants to absorb the information. The learner will learn by expressing ideas and thinking critically about the topic or question portrayed. This method can take more time than traditional training because instead of the one way communication of a few slides in a few minutes, this takes discipline to allow the different groups or class to discuss wonder, and then debrief as a whole.

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A.Class Discussion

When to use this type: With smaller classes <10, when there is a concept you want to associate with the classes’ previous experience or knowledge this would be a good method to use. For example: What does lean mean to you?

Benefits:

This can be a useful method as there is a great chance that everyone will have an opportunity to be heard.

This method is one where the facilitator controls the discussion and therefore can be ideal to ensure that certain key points are mentioned.

Facilitator Tips:

In the instructor guide you can put talking points in bullets to prepare probing questions when the class discussion isn’t moving

Know when to cut it off, have a time limit and utilize the parking lot for ideas that come up but fall outside of this limit

Be wary of group think, where one or two people dominate the discussion it becomes less of a discussion and more of a lecture.

Do not assume all key points are discussed. Make sure to debrief with the highlights of the information you wanted the team to pull out of this discussion.

Beware of the C.A.V.E people – Citizens Against Virtually Everything – this person is on the left of the change curve and may not be open to other viewpoints or new ideas. They also can be a louder voice that can derail your group conversation. Utilize the parking lot and other tools here.

B.Table DiscussionWhen to use this type:

When you are facilitating training with larger groups (5+ participants) you may break your class room into groups or “tables” of 3-6 to complete a participant centered discussion.

Benefits:

This break out allows for small group discussions on subject matter that is taught from the instructor.

You can also use this setting to discuss an idea or topic, for example – When should a facilitator use the avoid conflict management style? What tools can help them to use this style?

This allows quieter or more introverted participants to voice their opinions, as participants can become more comfortable in a smaller group.

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It encourages healthy debate and critical thinking.

Facilitator Tips:

There doesn’t have to be more than one physical table to create groups. If the class is more then 2-4 hours, switch the tables to allow for new interactions

Make sure to time stamp these discussions and check in ½ way through the talks, there is no facilitator in each group so you will need to stay on top of the teams.

C. Learning Partner DiscussionWhen to use this type:

When you want to encourage deep conversations on a specific topic or when the participants may not be comfortable sharing in a larger session.

When doing an opener or closer or when attempting to answer workbook questions i.e. “what type of waste can be identified from this process map?”

Benefits:

It also provides support for team members who are newer and more hesitant to the new information.

It allows the team members to practice active listening New questions or insights come easily out of this technique.

Facilitator Tips:

Remind the class of the activity goal, sometimes the groups can focus on competing instead of the goal at hand

Pay attention to the pairings of participants, and if necessary switch them up at times, often 2 extroverts will not finish the activity and 2 introverts will finish quickly.

Are any teams stuck or did they finish too early compared to other groups? Offer some probing questions.

Caution: Do not allow one pair to break before another table just because they finish earlier

3. Individual Reflection When to use this type:

When you have a concept or idea that you want someone to relate to their individual experiences or background but not to share with the class.

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This is great for personalized topics for example, “If I were to represent conflict, how would you stand in relationship to me, reflect on your natural style in writing and think about the challenges you may face during lean facilitation”

Benefits:

This technique can be used when you don’t feel there will be a large amount gained from group discussion as it may not be comfortable for the group to share.

Self-reflection allows for better self-awareness and brings the participant back to a mindset where there would truly be applying the concepts or tools. I.e. “Think about a time when you have seen this in your workspace, reflect on how that has worked”

Facilitator Tips:

Ensure participants have enough time to write their thoughts; often extroverts think while writing and may need more time.

Encourage participation but do not force the actual writing in the section, allow participants to engage as they find most meaningful

If you wish to debrief, it should be optional to not take away the purpose of the self-reflection i.e. “does anyone want to share an insight”

4. Teach-Back When to use this type:

When you have a lot of material to teach on one concept and you want the participants to truly absorb the information for the future. If someone can teach the information back, that shows that they truly understand the material.

Benefits:

This method can bring up more questions and discussions that the traditional style may leave aside.

This allows the participants to be creative, leading to more energy and class engagement

The participants often focus heavier on the material they are learning as they only have to understand one small piece of the larger information and they will be responsible for transferring knowledge.

Facilitator Tips:

Encourage creativity and make it fun to explain this information. Walk around and listen in to the teachings to make sure the right information is being

portrayed.

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Time stamp the session with time to learn the information, prepare materials and present out to the teams.

Do not assume all key points are discussed. Make sure to debrief with the highlights of the information you wanted the team to pull out of this discussion.

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