welcome back, warm up, questions from day 1 -...

Welcome back, warm up, questions from Day 1Improvement Coach Professional Development Program

Workshop 2, Day 2

March 14, 2017

Karen Baldoza

Workshop 2: Day 2 overview

Time Agenda Item

7:00 AM Breakfast available

8:00 AM

10:00 AM Break

• Welcome back, warm up, questions from day 1

• Coaching to learn (One-on-one leadership coaching)

• Developing change ideas: Change packages

• Breakouts: WIP presentations round 2

12:00 PM Lunch

1:00 PM

3:00 PM Break

• The art of coaching: Coaching practice round 1 breakouts

• Visual displays of data

• Open space

• Day 2 debrief and assignments

5:00 PM Adjourn

Optional – Individual consultations

Coaching to Learn: One on One Leadership Coaching

Phyllis Virgil

Improvement Coach Professional Development Program

Wave 3, Workshop 2

March 14, 2017Day 2

Created by Phyllis M. Virgil

Session Objectives

• Review the basic building blocks of connecting and

coaching to learn.

• Practice key skills associated with the art of coaching

questioning, exploration, understanding, and the ability

to elicit insight (3 rounds of paired coaching)

• Obtain insight on one key issue or problem you are

currently working on.

Phyllis M. Virgil, PMV Consulting, LLC

Session agenda

Topic Min

Introduction 10

Meet, Greet and Gathering Skills (5, 5/5) 15

Questioning, Exploration and Inquiry Skills (10, 10/10) 30

Skills for Understanding and Insight (10, 5/5) 20

Reflection and Wrap-up 15


Coaching to Learn

Requires:Choosing the right attitude,

and sending the right signals.

In order to get people to talk,

and keep them talking.

So we can gather the story,

to elicit their insights

and offer our own.

Adapted from Boothman, Levine and Gladwell by Phyllis M. Virgil, PMV Consulting, LLC

Photo Credit: MS Word

First Things…

Write down one key problem or difficult situation that is complex in nature, currently unresolved and weighing on your mind.

Can be any issue (project related or not, professional or personal), which you are willing to openly share and to work on...


Clip Art Credit:: MS Word

When Coaching Others:

First Attend to the Person

Then to the Problem

Adapted from How to Connect in Healthcare in 90 Seconds or Less by Nicolas Boothman by Phyllis M. Virgil


Recognize the Importance of Trust

People must trust you, before they will hear you.


Building the Cycle of Trust

Practice Open Communication

COMMUNICATION

Open

Closed

Trust

Collaboration

Mistrust

Fear

Competition

Learning

No Learning

@Phyllis M. Virgil

Adapted from The Fifth Discipline by Peter Senge

The coaching kick off...

When connecting as a coach we need to:

• Choose the right attitude

• Send the right signals

• Get people talking

11


Choose the Right Attitude

• Attitudes are infectious.

• Drive behavior.

• Open not closed.

• Can make or break a coaching session.

• Be genuine.

• Charming not alarming.

• Mend moodiness before meeting.



Send the Right Signals

• Recognize the importance of nonverbal

communication

• The three must’s of body language:

1. Look them in the

2. Warm smile

3. Point your towards them

• Coordinate (synchronize) posture and tone



Get People Talking

Begin with an open statement:

• Comment on location or occasion

Follow by an open ended question

• What / Why / How

Avoid closed questions:

• Are You? / Have You / Do You?

• (can soften with respect or a smile)



Round One Coaching Exercise (10 minutes)

Choose a partner -- someone close by, like to get to know better

ID roles Coach/Client (birthday closest to today = client)

Work on problem/issue you wrote down...

Meet and greet your client remembering to:

• Choose the right attitude

• Send the right signals

• Get them talking

Coach works to connect to person and their problem, do not provide

solutions only questions and understanding

5 minute round then switch roles coach/client (I will call time)



Keep them Talking By providing feedback:

• Eye contact

• Open body language

• An occasional nod of the head

• Short words of encouragement

By throwing the ball back in their court:

• Follow-up questions – tell, explain, describe

• Appeal to senses – how does that sound, what do you see, how did you feel....

• Active listening paired with reflective feedback



Gather the Story

• Recognize the importance of story

• Contains seeds of insight

• Treat it as a treasure

• Have a genuine concern

• Feedback to reflect back

• Take a spirit of inquiry

• Probe to discover meaning

• Practice the art of listening

Adapted From: Getting to Resolution: Turning Conflict into Collaboration by Stewart Levine, by Phyllis M. Virgil


An effective listener is...

Intuitive

Open

Perceptive

Unpresuming

Source: Phyllis M. Virgil, PMV Consulting, LLC


Practice the Art of Questioning

To help your client:

• Find Clarity

• Explore Emotions

• Develop Strategies

• Take Action

Source: Coaching with a Full Deck by Dr. Anne Power

Coaching With a Full Deck

The card questions are organized as follows:

Finding Clarity – Diamonds

Exploring Emotions – Hearts

Developing Strategy – Clubs

Taking Action - Spades

Start by seeing if there

is a suit that captures

the problem or issue.

Stay within that suit.

Organized in terms of

complexity # low to high

If the problem or issues

cuts across all suits

then shuffle the deck

and pick at random

Source: Coaching with a Full Deck by Dr. Anne Power, [email protected]

Round Two Coaching Exercise (20 minutes)

Continue your coaching conversation:

• Keep your client talking

• Gather their story

Use coaching cards to stimulate questions

Coach ONLY asks questions

Do not make judgments, provide advice or direction

10 minute round then switch roles coach/client

(I will call time)



Continue the Exploration

Take a Spirit of Inquiry & Attitude of Discovery

• Genuine desire to understand

• Suspend your judgments. assumptions and conclusions

• Search behind statements and positions

• Dig deeper, play detective

• Probe to discover meaning

Source: Phyllis M. Virgil, PMV Consulting, LLC


Elicit Insights (not answers)

Be present

In the moment

Forget your preconceptions

Be a blank slate

Feel way to findings

Ask for permission

Trust and test your intuition

Maintain detachment

Elicit their insight and offer your own

Adapted from Blink - The Power of Thinking Without Thinking by Malcolm Gladwell by Phyllis M. Virgil


Use The Power of Blink

Blink: The Power of Thinking Without Thinking,

by Malcolm Gladwell

Rapid cognition operates very effectively:

1. First meet a person/situation

2. Times of crisis and quick decisions making

3. Complex situations…

Silent mental valet

Occurs in an instant

Skill that can be developed

Adapted from Blink - The Power of Thinking Without Thinking by Malcolm Gladwell by Phyllis M. Virgil


Round Three Coaching Exercise (10 minutes)

Continue your coaching conversation:

• To elicit their insights

• And offer your own

5 minute coaching round then switch roles client/coach

(I will call time)



Coaching to learn requires a shift...

From: “How do I get

this person, this

team to do xyz?”

To: “How do I help this

person or team discover

their own way and their

own solutions

Source: Jane Taylor

This means an effective Coach…

Asks questions

Stimulates the imagination

Challenges ways of thinking

Validates and supports

Shows patience and compassion

Helps their client discover their own solutions, develop their own plans and put them into action

Source: Jane Taylor

A Final Thought

There is nothing as rewarding as watching your client (team/leader)

wake up to their own insights and answers...

Conversation with John S. Dowd

on the art of coaching

Interview with John S. Dowd, Consultant in Continual Improvement by Phyllis M. Virgil

Reflections

What insights did you get from this exercise?

What hit you most powerfully about your coaches help?

What might you take home or do differently now?



Appreciate, Adjourn

What words of gratitude would you like to share

with your coach?

Source: Phyllis M. Virgil, Coach Training

Appendices

A. Coaching Skill Sets

B. Coaching Tips

C. How can a coach help?

D. Why this Matters

E. Emotional Intelligence (EI)

F. Approaches to Improvement

G. The Importance of Story

H. Elicit Definition

I. Additional Resources

Personal CompetenceSelf-Awareness; emotional awareness

accurate self assessmentself-confidence

Self-Regulation: self controltrustworthinessconscientiousnessadaptabilityinnovation

Self-Motivation: achievement drivecommitmentinitiativeoptimism

Social CompetenceSocial Awareness: empathy; serviced

developing othersleveraging diversitypolitical awareness

Social Skills: influence communicationleadershipchange catalystconflict managementbuilding bondscollaboration and cooperationteam capabilities

Appendix A

Coaching Skill Sets

• Evaluate yourself in

light of these

characteristics.

• Which areas do you

do well?

• Which areas do you

need to work on?

Adapted From: Daniel Goleman,

Emotional Intelligence, 1995 by

Jane Taylor.

Appendix B

Coaching Tips

√ Articulate: succinctly describe what is going on; share observations without judgment

√ Clarify: Here’s what I’m hearing. . . . Is that right?

√ Acknowledge: strengths and weaknesses

√ Show curiosity: “I wonder . . .” leads to discovery

√ Help team gather information: What topics will you include in the report? What data would help us understand more?

√ Help team develop accountability: What will you do? When will you do it? And, how will we know?

Appendix C

How can a coach help?

Coach helps the team or leader identify issues, barriers, struggles,

areas to understand, test and improve

Listen first —don’t offer own valuable experience, when need to - ask

permission

Ask penetrating questions

Reflect back and then ask, “is this the case?”

Avoid the temptation to:

Share your story - unless you are asked

Give advice - unless you are advising

Source: Jane Taylor

Appendix D

Emotional Intelligence- Why it Matters

50% of work satisfaction is determined by the relationship a worker has with… his/her boss.

Emotional Intelligence (EI) is a prerequisite for effective leadership across disciplines.

EI requires a high level of self-mastery and people skills; ability to put yourself into the positions of others.

Adapted From: Daniel Goleman, Emotional Intelligence, 1995 by Jane Taylor

• Signals of Lower EI• All or nothing thinking

• Overgeneralization

• Excessive worrying

• Worrying as magical thinking

• Disqualifying the position

• Jumping to negative conclusions

• “Should” statements

• Labeling & mislabeling

• Personalization

• Stonewalling

• Criticism; contempt

Appendix EEmotional Intelligence (EI)

• Develop EI by:• Take time for mindfulness

• Be “present

• Recognize and name emotions

• ID the causes of feelings

• Differentiate having the emotion and doing something about it

• Learn optimism to challenge distortion - Martin Seligman

• Learn distraction techniques

• Listen to voice of experience

• Develop Listening skills

Adapted From: Daniel Goleman, Emotional Intelligence, 1995 by Jane Taylor

Consultant Mentor Coach• ‘Expert’ view• Tells you what to do

• Developmental view• Mentor shows

• Results view• Coach asks

questions

• Looks backwards on the data to make conclusions

• Where are you right now?

• No firm action plan

• Forward looking only

• Client does the work based on the ‘expert’ advice

• Client observes• Discusses issues

and topics• Process is

developmental

• Client acts and reflects

• Action orientation• PDSA testing• Coach holds client

accountable

Source: Jane Taylor

Appendix F

Approaches to Improvement

Appendix G

The Importance of Story

When we haven’t the time to Listen to each other’s story, we seek out experts to teach us how to live… The less time we spend together at the kitchen table, the more how to books appear… Because we have stopped listening to each other, we may even have forgotten how to listen, and stopped learning how to recognize meaning.

Levine, Getting to Resolution

Levine, Getting to Resolution

Appendix H

Elicit Definition

• evoke or draw out (a response, answer, or fact) from someone in reaction to one's own actions or questions.

• draw forth (something that is latent or potential) into existence.

• synonyms: obtain, draw out, extract, bring out, evoke, call forth, bring forth, induce, prompt, generate, engender, trigger, provoke;

https://www.google.com/search?q=define+obtain&sa=X&ved=0ahUKEwjX4bjEpp3MAhWLaT4KHSzTBB4Q_SoIIjAA

https://www.google.com/search?q=define+extract&sa=X&ved=0ahUKEwjX4bjEpp3MAhWLaT4KHSzTBB4Q_SoIIzAA

https://www.google.com/search?q=define+evoke&sa=X&ved=0ahUKEwjX4bjEpp3MAhWLaT4KHSzTBB4Q_SoIJDAA

https://www.google.com/search?q=define+induce&sa=X&ved=0ahUKEwjX4bjEpp3MAhWLaT4KHSzTBB4Q_SoIJTAA

https://www.google.com/search?q=define+prompt&sa=X&ved=0ahUKEwjX4bjEpp3MAhWLaT4KHSzTBB4Q_SoIJjAA

https://www.google.com/search?q=define+generate&sa=X&ved=0ahUKEwjX4bjEpp3MAhWLaT4KHSzTBB4Q_SoIJzAA

https://www.google.com/search?q=define+engender&sa=X&ved=0ahUKEwjX4bjEpp3MAhWLaT4KHSzTBB4Q_SoIKDAA

https://www.google.com/search?q=define+trigger&sa=X&ved=0ahUKEwjX4bjEpp3MAhWLaT4KHSzTBB4Q_SoIKTAA

https://www.google.com/search?q=define+provoke&sa=X&ved=0ahUKEwjX4bjEpp3MAhWLaT4KHSzTBB4Q_SoIKjAA

Appendix I

Additional References

Immunity to Change. Robert Kegan, Lisa Lahey.

Emotional Intelligence. Daniel Goldman

Social Intelligence. Daniel Goldman

Learned Optimism. Martin Seligman

Co-active Coaching. Laura Whitworth, Karen Kimsey-House

Executive Coaching with Backbone & Heart. Mary Beth O’Neill

Robert Putnam’s dissertation (Harvard)

Action Inquiry: The Secret of Timely and Transforming Leadership. William Torbert

Compiled by Jane Taylor

Developing Change Ideas: Change PackagesWilliam Peters


Wave 3, Workshop 2

March 14th, 2017Day 2

Question 3 of the Model for Improvement

What are we trying toaccomplish?

How will we know that achange is an improvement?

What change can we make thatwill result in improvement?

Model for Improvement

PlanAct

DoStudy

Source: Associates for Process Improvement

Here we are looking at

a set of changes “pre-

packaged” for ease of

use and rapid

effectiveness:

CHANGE PACKAGES

Question 3 of the Model for Improvement

• A collection of good ideas ready for use

• Tests of change, known to bring about improvement

• Proved ideas

• Based in research (might include level of evidence)

• Clinical guidelines

• Experience

• Usually organized around a

model or framework

• Where do they come from?

What are we trying toaccomplish?

How will we know that achange is an improvement?

What change can we make thatwill result in improvement?

Model for Improvement

PlanAct

DoStudy

The lifecycle of testing changes45

How we come up with changes46

Packaging Effective

Changes

Change Package

- Change 1

- Change 2

- Change 3

- Change 4

- Change x …

How we come up with changes, cont’d

• It is the ideas that lead to improvement that are

singled out to be incorporated into a “Change

Package”

• Changes that lead to improvement after

implementation are the kind of changes we need

to think about spreading!

• Rapid Response Teams, or Early Warning

Systems, I’ve seen as some of the most

effective

47

Some well known change packages

• RRT, or Rapid Response Teams

• QEWS, or “Qatar Early Warning System”

• VAP, or Ventilated Associated Pneumonia

• CLABSI, or Central Line Associated Bloodborn…

• Pressure Ulcer Prevention Bundle

• VTE High Risk Bundle

• Any one have one they know about?

48

Example 1: The Package49

Example 1: The Breakdown50

Example 1: Let’s dive in one51

Example 1: Detail52

Example 1: Measurement Detail53

Example 2: The Package54

Example 2: The Breakdown55

Example 2: Let’s dive in one56

Example 2: Detail57

Example 2: Measurement Detail58

Summary

• Not a “one size fits all” mentality

• Only package and spread proven ideas

• Your team could be forming one now? Anyone?

• Typical parts of a change package:

– Driver Diagram detailing change package overview

– Table detailing each of the individual parts

– Table operationally defining the measures needed

• The completed product should be able to be implemented by a 3rd party with limited input, it’s almost a “standalone” product

59

Breakouts

The Art of Coaching Set-upPhyllis Virgil


Wave 3, Workshop 2

March 13, 2017Day 2

The Art of Coaching…

Image by Margaret Riegel, Margaret Riegel Il lustrations, NYC commissioned by the New York State Department of

Health AIDS Institute National Quality Center. Funded through a cooperative agreement with the Health Resources

and Services Administration HIV/AIDS Bureau..

Session Objectives

• Using an assigned case scenario, demonstrate

improvement coaching skill by role playing a

coach/client interaction.

• Apply improvement and coaching knowledge to

provide feedback to coach/client role-plays.

The Art of Coaching

The coaching case scenarios have been designed to provide a forum to practice and receive feedback on the art of coaching thru role playing

This exercise will be held twice, giving each person the chance to play the role of coach & client

Note there is no one right answer to any of the scenarios, so please develop your case scenario given your best understanding and expertise.

Feel free to add any additional context to your scenario.

Role Play Process

Role playing scenarios will be conducted in 3 breakout rooms

with 8-9 scenarios per breakout.

Setup: (1 minute)

• Organize your references, flipchart or other resources

• Tells us the situation or build the situation into the role playing scenario

Role play the scenario (5 minutes)

• After your brief introduction enact your coach/client role play

• May use any supporting materials or props you want (flip chart, texts, tool box, etc)

Feedback from colleagues (4 minute rapid round robin)

Went well, will take home

Other ideas and things to consider

Agenda and LogisticsCoaching Scenario Role Play

Tues and Wed 1-3 pm Start Minutes

Break Out Room Introduction 1:00 5

Role Play (10 min each Total) 1:05 90

Insights & Learnings (record on flip chart) 2:35 10

Break 2:45 15

Key Learning Report Outs (Main Room) 3:00 15

Coaching Case Scenarios

Paired Sign Up Coach/Client

We need 2 names in each cell – Coach & Client.

You must keep the same partner for round two, but trade roles for your second case.

This means your names must appear twice on the sign up flipchart:

1. Tuesday (1-12)

2. Wednesday (13-24)

Coaching Case Scenario

Paired Sign-up

Break Out # Room __________

Round ONE: Tuesday 1:00-3:00

1 2 3 4 5 6

7 8 9 10 11 12

Round TWO: Wednesday 1:00-3:00

13 14 15 16 17 18

19 20 21 22 23 24

Case Scenarios (pick up at sign-up station)

ROUND ONE (Tuesday)

1. Aim Statement for Hand-Off Team

2. Cardiology Staffing Data

3. The Stalled Primary Care Team

4. Fetal Risk Management Data

5. Aim Statement for Healthy Habits

6. The Dysfunctional Waste Reduction Team

7. Intent to Automate

8. The Confused Family Involvement Team

9. Difficulty moving to testing

10. Learning with Data Over Time

11. Shooting for the Stars

12. Friends... Building Capacity and Capability

ROUND TWO (Wednesday)

13. Adverse Drug Events (ADE) Aim Statement

14. The Struggling Team

15. Ventilator Associated Pneumonia (VAP) Data

16. The Stuck Team

17. Childhood Obesity Data Collection

18. The Enthusiastic Medication Advising Team

19. No More Razors Team

20. The Results Driven Leader

21. Temperatures Rising

22. What Do We Do With This Data?

23. Community Coalition All Talk, No Action

24. Time to Spread?

Break

70

Debrief Coaching Practice: Report out key learnings

71

The Visual Display of DataWilliam Peters

Improvement Coach Professional Development ProgramWave 3, Workshop 2


Why graphical displays of data?

Data Set 1 Data Set 2 Data Set 3 Data Set 4

X Y X Y X Y X Y

10.00 8.04 10.00 9.14 10.00 7.46 8.00 6.58

8.00 6.95 8.00 8.14 8.00 6.77 8.00 5.76

13.00 7.58 13.00 8.74 13.00 12.74 8.00 7.71

9.00 8.81 9.00 8.77 9.00 7.11 8.00 8.84

11.00 8.33 11.00 9.26 11.00 7.81 8.00 8.47

14.00 9.96 14.00 8.10 14.00 8.84 8.00 7.04

6.00 7.24 6.00 6.13 6.00 6.08 8.00 5.25

4.00 4.26 4.00 3.10 4.00 5.39 19.00 12.50

12.00 10.84 12.00 9.13 12.00 8.15 8.00 5.56

7.00 4.82 7.00 7.26 7.00 6.42 8.00 7.91

5.00 5.68 5.00 4.74 5.00 5.73 8.00 6.89

Average

9.0

Average

7.5

Average

9.0

Average

7.5

Average

9.0

Average

7.5

Average

9.0

Average

7.5

Statistical summary of four data sets

• Each data set has 11 data points for variables X and Y

• Each data set has the same averages for the Xs (9.0) for the and Ys (7.5)

• Each data set has the same correlation coefficient for X and Y (r = .86)

• Each data set has the same least squares regression equation

( Y = 3.0 + .5X with r2 = .667 and the standard error = 1.24)

So, do you conclude that the four data sets are the same

or different?

They all produce the same results.

Look at the scatterplots produced by these four data sets

on the next page.

What conclusions do you make now?

Scatter plots of Anscombe’s four data sets

Scatterplot for Data Set 1

0

5

10

15

0 5 10 15 20

X values

Y v

alu

es


0

5

10

15

0 5 10 15 20

X values

Y v

lau

es


0

5

10

15

0 5

10

15

20

X vlaue

Y v

alu

e

Scatterplot for data Set 4

0

5

10

15

0 5

10

15

20

X vlaues

Y v

lau

es

Five basic types of data display

Plot data over time

Plot data showing a distribution

Plot data showing relationships

Plot data as locations

Plot data showing multiple measures

What graphic tools are associated with each type

of data display listed above?

• Overall Objective of a chart or graph: To communicate information about the issue of interest

while minimizing the amount of ink and white space on the chart!

• Chart titles

• 1st line of title: Organization

• 2nd line of title: name of the specific measure (e.g., Inpatient Falls Rate)

• 3rd line of title: date of data sequence shown on the chart (e.g., 2016/01 – 2016/12)

• Clearly label the X and Y axes (clear wording as well as appropriate font size)

• Scale the Y axis to allow for future data points and don’t rely on auto scaling

• Avoid vertical and horizontal grid lines on charts, especially on control charts (sometimes grid lines help for reference on scatter diagrams but grid lines need to be lighter than other

axes)

• When presenting percent or rate charts it is helpful to show the numerators and

denominators in a data table on the top or bottom of the chart

• If you are going to show the raw data on each point on the chart make sure that it does not

make the chart confusing and too busy

• If a control chart is being made make sure to identify the type of chart, CL and UCL/LCL

• Annotate the charts to show changes and when they were implemented

• Partition the control chart (i.e., freeze the control limits) to show changes

Checklist for Making Good Graphics

Edward R. Tufte

• “The Leonardo da Vinci of

data” –New York Times

• Professor Emeritus at Yale

• Author and publisher of

7 books

• Received 40 awards for

content and design

• Provides practical design principles for graphical

excellence

“The least ink to present the greatest amount of

information in the smallest space.”

Time on Diversion

Example: CMS/HQA Core Measures

(Perfect Care Bundles – all aspects of a bundle must be

met in order to receive credit)

Better than or Equal to State Average

Worse than State Average

Legend

#1: Reported

“Patient/Visitor/Other” Incidents

4th Quarter - October 1, 2005 – December 31, 2005 Total Incidents = 230

1st Quarter – January 1, 2006 - March 31, 2006 Total incident = 331

0

5

10

15

20

25

30

35

40

45

50

55

60

65

70

75

80

Re

po

rte

d In

cid

en

ts

4th Q 2005 46 49 32 9 17

1st Q 2006 69 56 40 32 8

Fall Delay in Treatment Pollicy ProcessHospital Acquired Pressure

UlcersEquipment Failure

Tufte’s classic works

The Visual Display of Quantitative Information.

Graphics Press, Cheshire, CT, 1983.

Envisioning Information. Graphics Press,

Cheshire, CT, 1990.

Visual Explanations. Graphics Press, Cheshire,

CT, 1997.

This graphic shows six variables simultaneously: the size of the army, its location on a two-dimensional surface, direction of the army’s movement, and temperature on various dates during

the retreat from Moscow.

422,000 men

started the

journey to

Moscow

10,000 men made

it back to Poland

From: The Visual Display of Quantitative Information by E. Tufte, Graphic Press, Cheshire, CT, 1983, page 40.

IH: 23-4

Tufte (page 40)

concludes that this

map “may well be

the best statistical

graphic ever

drawn.”

Charles Joseph Minard’s dramatic account of Napoleon's Russian campaign of 1812 (drawn in 1861)

100,000 men

arrived in Moscow

In September of 1854 Dr. John

Snow used a dot (or location) map

to plot the location of deaths due to

cholera in central London. The red

dots indicate the location of water

pumps. The black bars indicate the

total number of deaths in the area.

Snow observed that the deaths due

to cholera occurred primarily around

the Broad Street water pump. He

had the handle of the contaminated

pump removed thus ending the

cholera epidemic that claimed over

500 lives.

Broad Street

neighborhood

From: Visual and Statistical Thinking: Displays of Evidence

for Making Decisions by E. Tufte, Graphic Press, Cheshire,

CT, 1997.

Graphical Excellence Summarized

Substance and integrity• Provide important information, never mislead by way we scale,

sample, frequency

Statistics

Design principles• use the least ink to present the greatest amount of information

in the smallest space

First and foremost: visual displays of data (i.e. run chart) are there to learn from, not talk about!

Chart serve as a basis for action, not just for looking cool

On run charts, include the op-def and a SME interpretation

Open SpaceKaren Baldoza

Improvement Coach Professional Development ProgramWave 3, Workshop 2


Day 2 debrief and assignmentsImprovement Coach Professional Development Program

Workshop 2, Day 2

March 14, 2017

Karen Baldoza

welcome back, warm up, questions from day 1 -...

Documents