pdca and beyond
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PDCA and beyond. Hand-out. Jos Van Thienen Almada , Portugal May 2012. Fathers of the quality revolution. 30s: Walter A. Shewhart. 50s: W. Edward Deming. - PowerPoint PPT PresentationTRANSCRIPT
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PDCA and beyond
Hand-out
Jos Van ThienenAlmada, PortugalMay 2012
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Fathers of the quality revolution
30s: Walter A. Shewhart 50s: W. Edward Deming
Discussed the concept of the continuous improvement cycle (PDCA) in his 1939 book, "Statistical Method From the Viewpoint of Quality Control“
Modified and popularized the Shewart cycle in the 50s to what is now referred to as the Deming Cycle.
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Two tools
IMARSoft Human Strategy
focus
PDCAHardInstrumentalStrategy
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Teach as you preach
PDCA as a scaffold for today’s session
Plan
Do
Check
Act
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Learning objective: learn about quality cycle methodology
Plan
(1)Understand the basic principles of quality cycles, i.e. the how and the when, the why and the what
(2)Learn how to implement a rapid cycle or PDCA improvement process
(3)Exchange experiences (learn from and with each other)
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PDCA and beyond
Part One
PDCA for continuous development
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Do
Check
Plan
Act
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PDCA as a way of monitoring quality
(1) A simple tool, particularly suited for day-to-day usage on different levels and for different purposes.
(2) As a learning cycle it fits perfectly well in the frame of Demings TQMP.
(3) It puts into practice the general principles of quality development.
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Quality development: general principles
ContextualSystematicCyclicalGoaldirectedTimebound
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P D C A : S T E P S 2
Cases
TOGETHERInvolve other
team members
PROCESSPass through
different stages
GOALDefine a goal and keep the
scope
CHALLENGEBe positive.
Turn problems into
challenges
ANALYTICIdentify the
problem
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Hopping into PDCA: how well did you perform?
• Is the goal or the project scope clearly defined? (Mrs G)
• Did you reframe or restate the problem in terms of a challenge? (Mrs C)
• Did you plan to collect data and analyse them before you start looking for possible solutions?(Mrs A)
• Did you look for more than one solution (alternatieve solutions)? (Mrs A)
• Did you plan to run through more than one cycle?
• Did you plan to include other team members into the process? (Mr T)• Was it your intention to celebrate successes? (Mrs C)
• Did you plan occasions to communicate about your project ? (Mr T)• Will the process you set up pass through different stages (check, act,
…)? (Mr P)• Did you plan to measure the results in other ways than by using written
inquiries only? (Mr P)
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PLAN Define the problem (turn into a
challenge) and set goals Collect data and analyse them Come up with alternative solutions
and select them Plan the project milestones and
incorporate actions in a plan of action
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DO Do changes to solve the problems Do them on a small or experimental scale
You can test whether they work or not, and easily adjust course
You don’t disrupt day-to-day routine activities
You don’t worry people (fear for change!) Communicate what you are doing (and
why)
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CHECK Gather relevant information (formal and
informal, qualitative and quantitative assessments)
Deming renamed this step: study. Study what worked or what did not work.
Report your results and communicate them (make it a ‘common’ project)
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ACT Re-act
Standardize successful solutions Pre-act
Find opportunities for furthter improvements
Provide safeguards to prevent relapse into the previous stage
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PDCA and beyond
Part two Empowerment
by means of IMAR
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Inspire
Reflect
Mobilize
Appreciate
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Learning objective
Plan
(1)Learn about how we can empower people (i.e. bring in the human factor). Empowerment through
Inspiration Motivation/mobilization Appreciation Reflection (reflective practice)
(2)Exchange experiences (learn from and with each other)
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INSPIRELeadership pepper1
Inspire Give incentivesFind new ideasCreate challengesDiscover new possibilities
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Show people what works well and keep
them informed
Listen to what people are occupied with and what they
are engaged in
Open communication
Find and spread information about
new developments in education
Find topics which have a positive
effect on student learning or which respond to student
needs
Start from a mission or a vision which is
known and supported
Create room for personal growth and
opportunities to gain new ideas or
insights
Find opportunities for staff members to
express their personal ambitions and to discuss new
ideas
Trust your people (collegial trust)
Define common goals, shared
values, accepted priorities. Create a
sense of togetherness (connectivity)
Install a challenging context and
introduce a forward-looking glance
Organize learning opportunities
Inspire
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Inspire (2)
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MOTIVATELeadership pepper 2
MobilizeSpread enthousiasmGet people goingMake them express their inspirationMake them use their competences in order to do this
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Create a sense of urgency Make things fun Convince people to try
and to experiment
Encourage people to take
risks and to colour outside
the lines.Take the fear
out of the future (niet
problematiseren maar
kapstokken aanreiken)
Make people believe in their
abilities.
Show people that you believe
in their competences
(i.e. seek their advice )
Organize opportunities to apply what they
have learned
Be a leader in learning
(‘They’re always watching. What they see is what
you’ll get’)
Stimulate people to use
what they have learned in practice
Mobilize/Motivate
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Mobilize/Motivate (2)
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APPRECIATELeadership pepper 3
AppreciateExpress what’s of a certain value in your organisation Appreciate efforts and resultsPay attention to each other’s contributions
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Appreciative inquiry: what?
Attitude or perspective
Method or strategy
Discovery
Dream
Design
Destiny
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Pay attention to each other’s efforts, listen
to each other
Turn problems into challenges, reframe
problems
Take positive experiences as a
starting point, start from things that are
already completed or from strong moments
in the past
Create a positive atmosphere, express
appreciationGive complements
and rewards Celebrate successes
Discover the positive core in your personal
life or in your organisation (that which gives you
energy)
Appreciate
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Discovery
• Find out what you have already done in order to realize your goals. Discover the positive core. What are already positive examples?
Dream
• What can you do to create more such examples? Find new possibilities or solutions, rethink problems, see new connections.
Design• Use the positive elements (building stones) of
stages 1 and 2 to develop scenario’s for the future. Desing a srategy and plans.
Destiny• Start shaping the future. Execute the plans.
Appreciative inquiry as a strategy
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REFLECTLeadership pepper 4
ReflectLook back upon the process and its resultsTry to define problems and successesTalk with others about the heart of the matter Look ahead for new challenges
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Think and talk about things that give you energy
Coach (new) colleagues
Create an open culture:
opportunities to learn and to
discuss things, to express
experiences and feelings
Provide deep and systematic
reflection on the goal and
implications of changes.
Think and talk about student
results (are they proceeding towards the
goals?)
Reflect
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x•Goal
Discovery
•Reality (story-telling)
Dream•Options (opportunities)
Design •Will (actions) Destiny
•Start shaping the future The GROW model for personal growth