Belt Training

Module 1 - Day 2
 Today’s Agenda
Day 1 Day 2 Day 3
0830 Define: Step 3
Forming Team
Define: Step 4 Measure: Step 8
1000 Defining Collecting the
Introductions data
Opportunity
Introduction Measure: Step 5
to DMAICR Need
1230 Lunch Lunch Lunch
1330
PGT Process Measure: Step 5
Measure: Step 8
Need
Data
1500 Management Measure: Step 6 The next phase
Vision
The DMAICR process
Define: Step 1 Measure: Step 7
and Step 2 Stakeholders
1830
 Reminder of the DMAICR Process
Define - forming a team with agreed, clear goals and
effective sponsorship.
Measure - involving users of the process and gathering
data on current performance.
Analyse - identifying and quantifying root causes of
current performance limitations.
Improve - implementing performance improvements.
Control - achieving predicted benefits and sustaining
performance.
Replicate - maximising the benefits of the learning gained
during the project.

OPPORTUNITIES
DEFINE MEASURE IMPROVE CONTROL REPLICATE
ANALYSE
 Overnight Challenge

S Create a scheme to
help an individual to
S remember the steps
S
that make up the
S process.
S

How did you get on???

 An Example….
Your process has some excess weight,
Soon after ‘Defining’ its out of
‘Measure’, You need to modify your
‘Analysis’, To ‘Improve’ why excesses
do arise, And once its fit you’ll ‘Control’,
Then ‘Replicate’ your great DMAICR
prize.
 Define Process Summary

Project Sources
Purpose: To get the
team established with
Step 1* an agreed, clear opportunity
Prioritising and effective sponsorship Summary
Opportunities of Starting
Step 2* outcomes
Selecting the
Champion
Step 3 •Project Champion
Forming the •Project Charter
Team •Project Plan
Step 4
Defining the
* Normally done before the
Opportunity
project is formally set up
 Forming the Team DEFINE
- What is done? STEP 3

Purpose
 To select the most appropriate team leader
(belt) and team members and build them into
an effective working unit.
Deliverables
 A formed and trained team ready to start on the
project. Other team members can be added
later in the process for specific roles or skills.
 Why involve a team? DEFINE
STEP 3

 Teams are better than individuals because of the

knowledge and expertise they bring.
 Change is more successful if several people are
driving it.
 Projects will often involve many disciplines, e.g.
finance, design, IT.
 Having the right people working together is key
to getting success.
 Key Relationships DEFINE
STEP 3

 Project Team
The core group, they drive the project, they do
most of the work. They develop their own
Project Charter.
 Operational Staff
Internal customers of the improvement project,
get involved as required during the project,
actively involved at the Improving Phase
(piloting and implementation).
 DMAICR Specialists
Supporting the overall programme, internal
consultants and experts on the process,
providing advice and guidance.
 Forming the Team DEFINE

- Process STEP 3

Project
Outline
Identify potential
team members

Discuss project

Finalise
Team Team
Contract
Form Team
Your Views….. DEFINE
STEP 3

 What are the general skills

and behaviours that make a
good team member?

 What activities will you do to

help build your team into a
good working group?
 Identify Potential DEFINE

Team Members STEP 3

 Having the right people working together is key

to getting success.
 Pick individuals who want to work together on
the stated opportunity and who believe they
will be successful.
 Avoid those who don’t like hands-on activities,
or those who tend to pick up all the extra
activities in the team.
 Picking the team is the responsibility of the
Champion and DMAICR specialists.
 Good team members: DEFINE
STEP 3

 Have already shown commitment to improvement

in their current job.
 Are respected by their peers.
 Have been allocated sufficient time to contribute.
 Have a supportive manager.
 Can (potentially) use statistical concepts.
 Are self-motivated and good team players.
 Are good communicators.
 Are persistent.
 Have an interest in and knowledge of the problem
 DEFINE
Team members’ skills STEP 3

 Successful teams have people with the right

mix of skills for each individual project.
 Consider your need for the following expertise:
 Design & Development - Documentation
 Manufacturing - Process expertise
 Procurement - Finance
 Information Technology - HR
 Environment - Health & safety
 Customer representative - Supplier representative
 DEFINE
Team Size STEP 3

Team size is a balance

Critical Mass Responsive

Knowledge speed
Skills decisions
LARGE buy-in
SMALL

The core project team should be between 5-7

members - bring in experts as required
 DEFINE
Discuss Project STEP 3

 The team leader should brief each potential

team member about:
 the project
 the project process
 what skills they have that has resulted in their
potential as a team member
 The team leader should listen to each
potential team member about:
 their issues and concerns
 DEFINE
Finalise Team STEP 3

 The team leader (with the champion)

should finalise the team paying attention
to:

 confirmation of skills
 issues and concerns
 commitment and commitments
 DEFINE
Form Team STEP 3

There is more to forming a team than

gathering a group of people together.
Interdependence

Social relationships development

PE
RF
OR
M
Cohering

NO

IN
G
RM
IN
G
ST

Conflict
OR
M
IN
FO

G
RM
IN

Dependence Work organisation development

G

Orientation Information Organisation Problem

flow solving
 Form Team DEFINE

- Effective Teams STEP 3

 Characteristics of an effective team are:

 Clear objectives and agreed goals
 Openness and feedback
 Support and trust
 Co-operation
 Sound procedures
 Regular review
 Sound inter-team relationships
 Several of these can only be built over time,
but commitment to these can be established
through a team contract
 Form Team DEFINE

- Team Contract STEP 3

 To be effective, team members

need to understand their role in the team
and commit to the responsibility they have
to the team.
 This is formalised in a Team Contract.
Consists of:
Team Members, their skills,
role and contact point.
Commitment statement.
Contract of behaviour.
Authority levels
Part of the Project Charter
 DEFINE
Authority Levels STEP 3

 Scope within which the team can decide and

implement on its own authority.
 Freedom to collect data directly or through others.
 Project budget and authorisation to spend.
 Relationship with the champion.
 Means to get agreement of proposals and
solutions.
 Freedom, or not, to change the process.
 Relationships with and the authority of key
stakeholders.
 Step 3 Forming the Team DEFINE

Summary STEP 3

Project
Outline
Identify potential
team members

Discuss project

Finalise
Team

Form Team Team

Contract
Coffee Break - 10 minutes
 Defining the Opportunity DEFINE

- What is done? STEP 4

Purpose
 For the team to fully understand the
opportunity and buy in to the challenge that
the change will entail.
Deliverables
 A full definition of the project by the team, with
all benefits declared, boundaries defined and
milestones planned. This step may need to be
repeated until all involved agree the project, as
defined, is viable and beneficial.
 DEFINE
Why define the opportunity? STEP 4

 A clear definition of the project will:

 Provide effective teamwork.
 Help in communication of project to
stakeholders.
 Ensure understanding with champion.
 Defining the Opportunity DEFINE
STEP 4
- Process
Project Based On Kipling
What is the
project
Why is it Project
being done Charter
Who is
involved
Where are
the limits Project
What, when and Plan
where
Where are we going and how will we DEFINE

know when we get there? STEP 4

 What’s the purpose of this project?

 How will customers be affected?
 What other reasons are there…?
 How will we know if things improve?
 What’s the broad plan?
 DEFINE
Project Charter STEP 4

What is the
project 18 words

Scope of Project
Why is it Where are
Quad of Aims
being done the limits

Team Contract
From step 3 Team signatures
Who is Agreement
involved
 What is the DEFINE
project 18 Words STEP 4

 Long enough to communicate a good project

definition or event statement!
 Short enough to keep it simple!

But how?
 Every member of the team drafts their own
definition of the project in <18 words.
 Everyone reviews all the drafts and a better and
agreed definition is developed <18 words.
 Poor example of DEFINE

18 words: STEP 4

 Our customers are late in paying their bills

because they are angry with us.
 But...
 How angry?
 How late?
 How many?
 When did it start?
 What’s the impact on us?
 Why is it DEFINE
being done Quad of Aims STEP 4

The Task

The Customer
Purpose /Impact

The Success
Deliverables Criteria
 DEFINE
Quad of Aims STEP 4

The Task

The Customer
Purpose /Impact
To improve the IT help desk
process so 80% of calls can be
Theof contact. Success
cleared at point
Deliverables
(18 words tool) Criteria
 DEFINE
Quad of Aims STEP 4

The Task

The Customer
•To improve user
Purpose /Impact
satisfaction.
•To reduce time of
clearing actions.
The Success
•To improve the morale
Deliverables Criteria
of the help desk
operators and thus
reduce staff turnover.
 DEFINE
Quad of Aims STEP 4

The Task

•Business - The Customer

£93K/annum savingPurpose /Impact
on recruitment and
training.
•User -
The
4 out of 5 calls will be
Success
cleared at point ofDeliverables Criteria
contact.
 DEFINE
Quad of Aims STEP 4

The Task •A plan of proposed

activities - July 1999
•Report detailing all
The Customer
recommendations -
Purpose September 1999
/Impact
•Communication to all
operators. October 1999

The Success
•New process
documentation.
Deliverables Criteria
January 2000
 DEFINE
Quad of Aims STEP 4

The Task
•Measure of first line
clearance > 80%.
The Customer
•Staff turnover reduced
Purpose
from 7 to 2 per annum. /Impact
•User satisfaction index
>3.5 (from quarterly
survey results.) The Success
Deliverables Criteria
Where are DEFINE
the limits Scoping the Project STEP 4

 Determines what is and what is not in the

project
 Which process?
 What are the boundaries?
- start point and the stop point
 What resources are available?
 Are there no-goes or restrictions?
 What time commitment is expected?
 What happens to existing roles and goals?
 Is/Is not analysis- DEFINE
STEP 4
helps you scope the project

IS IS NOT SO…

WHAT

WHERE
WHEN

WHO
Exercise 6 - Project Charter

 You now have the task of

improving the process.
 Produce the 18 word
project statement to
describe the
improvement project.
 Produce a Quad of Aims
for the same project.
 Report back your QofA
for review by other team.
 Belt Training

Project Management
 DEFINE
Why? STEP 4

 Project Management is essential to ensure:

 Synchronisation of resources/information/ activities for
the completion of the project
 People understand their roles and responsibilities
 Recognition of risks and resource overloads
 Communication of tasks
 The project is completed on time, on cost and at the
right quality level
 OR PPPPPP
perfect planning prevents ps-poor performance
 DMAICR Process - In Practice
DEFINE
The steps in the
process are shown as
a linear sequence. In
MEASURE
reality the steps will be
Reviews iterative. Teams
ANALYSE
should expect to have
to go back to repeat or
refine certain activities
IMPROVE as more information is
Iteration obtained.

CONTROL

SUCCESS
REPLICATE
 DEFINE
Project Plan STEP 4

 Starts at this stage, but is re-visited

and improved throughout the project.
 It includes:
 Milestones, with target dates for each.
 Other key target dates for the steps.
 Activities in each step, member responsible and
estimated duration.
 Risks associated with activities, and contingencies.
 External resources needed.
 Be careful, this type of project is subject to
considerable uncertainty at the outset.
 DEFINE
Planning Overview STEP 4

Project Risk
Risk
Project Analysis
Definition
Definition Analysis

Project Plan
Resource
Resource
Availability Windows
Windowsofof
Availability Opportunity
Opportunity

Customers/
Customers/
Stakeholders
Stakeholders
 DEFINE
Planning Process STEP 4
Define principle
Activities (6-12) DMAICR Process - phases
and steps
Add further detail to principle
activities- activities/duration
Determine the Critical Path
sequence of activities Analysis
Allocate responsibility Responsibility
for activity Matrix
Iterate Determine resources
req’d for each activity
Determine elapsed Critical Path
time for activities Analysis

Set Milestones Gantt

Chart
 Critical Path Analysis DEFINE
STEP 4
CPA is a diagrammatic way of showing the time
sequence of the activities from the work breakdown
structure. It is useful since it clearly shows what
activities can be performed in parallel. Once complete
the shortest path can be found - The CRITICAL path

Activity IMPLEMENT
Earliest
description
Event
Event Time
No.
5 PLAN 11
1 Parallel
2
7 6 16 Activities

Latest
Event duration MONITOR
Time
 Responsibility Matrix DEFINE
STEP 4

Project Team IT Department S/W Design Man

Maurice
Amanda

Tarby

Guppa
Chris
Mike

Janet
Fred

Kiri
John

Ian
Jane

Pat
Sue
Proj Man. X
ID Stk Hldrs X
Specification

Software X
Casing X
Transmission X
X Task: Define Transmission Reqs
Power Unit
X Responsibilty: Sue
Proj Man.
Shell X Resources: Amanda
Design

Power Unit X Facilities: MS Project

Transmission Defined Risks: Spec. Change
 DEFINE
Gantt Chart STEP 4

Start … … … … … .. milestone
Dig Foundations … .
Lay Concrete … .. …
Build Piers … .. … ...
Prefab Base … .. … .
Prefab Walls … .. …
Prefab Roof … .. … .
Erect … .. … .. … ….
Water Proof … .. … .
Glaze … .. … .. … ….
Complete … .. … .. ..

Time
 Risk Analysis DEFINE
STEP 4

Projects often fail because effort was not expended to

identify avoidable risks - Risk analysis is concerned
with identifying the risk before it happens .

Task
Description Risk Impact R*I Action
Pilot slips 3 2 6 Remove from
Critical Path
Late 8 3 24 Manage Risk
Delivery
see risk analysis tool
 Planning - Hints & Tips DEFINE
STEP 4

 Use multi-disciplinary team to help judge activities.

 Be realistic on timescales and availability.
 Avoid allocation of activities (the job itself) to a
single resource.
 Allow time for communications and project
meetings (communication of what is going on is
important - many projects fail because people can’t
see the “big picture”).
 Typical Project Duration: DEFINE
STEP 4

Overall aim to complete a project within 4 - 6 months

 Define - 3 weeks  Measure - 4 weeks
 Analyse - 4 weeks  Improve - 4 weeks
 Control - 3 weeks  Replicate - 3 weeks

 The actual time will of course depend on the project itself

 Longer if there is either organisational/technical complexity
 Having the customer on the team tends to accelerate
progress.
 Define Milestone
 Has the right team been set up?
 Are they working well together?
 Do they have a clear understanding of the
project?
 Is it still beneficial to proceed?

DEFINE CONTROL
MEASURE IMPROVE REPLICATE
ANALYSE

NOTE: A guide exists

concerning this milestone.
 Define Milestone

Deliverable Starting Phase

Project Charter D
Project Plan D

D = First delivery U = Updated

 DMAICR Project Tracker
 Enables DMAICR projects to be managed.
 Shows project status and progress.
 Facilitates claims for savings and tracks the
actions required to realise them.
 Provides repository for all work on a project.
 Allows online submission of deliverables.
 Allows all team members to edit documents,
to encourage sharing of information.

 But to be of value teams must keep the

information on the system up to date.
 Project Tracker - Accessibility
 Projects can be viewed by anyone in -
accessible by Intranet or Notes.

 Provides a current snapshot of the projects

to managers and other interested parties.

 Allows others in the company to see if a

project is relevant to them.
 Project Tracker - Implementation
 I-Nexus Notes database - linked to Intranet.
 Team members use Notes client to edit
projects.
 Security only allows the project team to edit
their project and relevant champion to sign-off
milestones.

 Also has an ‘Issues Database’ - a discussion

forum for DMAICR personnel.
 Also has a ‘Resource Management Database’
to track training/skills of DMAICR personnel.
 Defining the Opportunity DEFINE
- Process Reminder STEP 4

Project Based On Kipling

What is the
project
Why is it Project
being done Charter
Who is
involved
Where are
the limits Project
What, when and Plan
where
 DEFINE Process Summary

Project Sources
Purpose: To get the
team established with
Step 1* an agreed, clear opportunity
Prioritising and effective sponsorship Summary
Opportunities of Starting
Step 2* outcomes
Selecting the
Champion
Step 3 •Project Champion
Forming the •Project Charter
Team •Project Plan
Step 4
Defining the
* Normally done before the
Opportunity
project is formally set up
 Belt Training

Measure

BeltM1D2 -59
 Measure Process Summary
Project Project
Charter Plan
Purpose: To involve users
of the process and gather
Step 5 data on current
Consolidating performance Summary
the Need
of Measure
Step 6 outcomes
Building
the Vision
Step 7 •Needs and Vision
Listening to •Stakeholder List
Stakeholders •Baseline Process
Step 8 Capability
Collecting •Collected Data
the Data
 A Highly Iterative Phase

Step 5
Consolidating
the need Step 6
Building the
vision

The Measure phase Step 7

Listening to
is not a linear stakeholders
process, but one Increasing maturity
which will require of knowledge about
several iterations the process
 Consolidating the need MEASURE
- What is done? STEP 5

Purpose
 To build up the case for the need to change,
so that users will co-operate and support the
change.
Deliverables
 A view of the current frustrations and
problems with the existing process. Initially
the team’s view, this is re-visited after
listening to the process stakeholders.
 Why Consolidate the Need? MEASURE
STEP 5

 Shared recognition of the need for change.

 Dissatisfaction with the status quo.
 Ensuring that everyone related to the
process understands the needs and will
support the change.
 Consolidating the Need MEASURE
- Process STEP 5

Project Project
Plan Charter

Understanding
customers’
perspectives

Understand the
current process
Step 6
Having clear Building the
measures of the vision
current process
Step 7
Listening to
stakeholders
 Why Understand the MEASURE
Customers’ Perspectives STEP 5

‘Customer satisfaction NEW OR OLD

 It’s much more expensive
is no longer good to get new customers…
enough to survive  So keep the ones you’ve
today’s competitive already got!
market place. What is  What’s more, a 5%
decrease in customer
needed is customer defections can increase
delight.’ profits up to 25%*
 In some types of
Tom Peters
businesses, it has
been estimated at 75%.
* Zero Defections -Harvard Business
Review, September - October, 1990
 Customer Focus MEASURE
STEP 5

There are six main factors that influence a

customer’s purchasing decision -
FUNCTION/FEATURES the product or service must
work and have the expected features
PRICE/COST must be reasonable
AVAILABILITY/DELIVERY must be on time
QUALITY/RELIABILITY must be up to expectation
COMPETENCE good track record
MARKET RESPONSE time to market
 The Competitive Web MEASURE
STEP 5

Function/features

Perceived
competence Quality/reliability

Organisation Customer
CW
View view

Market Delivery/ availability

response

Price/cost
Your Views….. MEASURE
STEP 5

 What are the aspects of a

product/service that help
it win orders in the market
place?

 What are the aspects of a

product/service that help
keep it in the market
place?
 Order - Winners & Function MEASURE
STEP 5

 Order winners and qualifiers are typically

provided by one or two “functions”
 Manufacturing
 These include: price, delivery reliability, delivery
speed, lead time, quality, volume flexibility, product
range
 Design
 These include: design leadership, technology,
performance
 Others
 These include: existing supplier, brand name,
technical support, after sales service, distribution,
spares
 Order - Winners & life cycles MEASURE
STEP 5

At any one point in time there are only

one or two dominant order winners that
change throughout the life cycle -

Typical
Order-winners

quality cost delivery reliability

design (spares)
delivery

Introduction Growth Maturity Decline

 Order winners/qualifiers MEASURE
- products and services STEP 5

 Product Quality  Service Quality

 hard definition -
conformance to
requirements
 rational
 easier to measure
 common perception
 hard to differentiate
 definition less clear
 Is subjective, based on
expectations.
 Is more emotional than
rational.
 Cannot be standardised.
 Is perceived differently
- by the same person at
different times,
- by people with different
skills and knowledge.
 opportunity to WOW!
 Elements of MEASURE
Excellent Service STEP 5

 Knowledge …..- of products

- of organisation
 Skills…. - Communication Order Qualifiers
- Problem solving
- Planning
 Attitudes…. - Honesty
- Empathy Order Winners

- Enthusiasm
 Types of Customer MEASURE
STEP 5

 For many  They will have

products/services
there is more than one
customer -
 Economic - has the
purchasing decision
 Technical - makes and
evaluation
 User - has to use it!
different perspectives
and even different
order winners! - must
find out
 the views of each type
 their role in the
decision making
process
 Customers’ Customer’s MEASURE
STEP 5

Our customers’ have

customer’s and we
S need to identify these C

S S C C

S US C

S C
S C
S C
 Order Winners/Qualifiers MEASURE
and CTQ’s STEP 5

 Order winners and qualifiers are CTQ’s

 They change through the life cycle

 Different types of customers have different

CTQ’s
 Customers’ customer’s can have different
order winners/qualifiers and therefore CTQ’s
Understanding Customers’ MEASURE
Perspectives - Process: STEP 5

Brainstorm using
Identify all
customers’
team
and type

Identify CTQ’s for

all customers

Determine order
winners/qualifiers Prioritised
to prioritise CTQ’s list of CTQ’s
 Identify CTQ’s from MEASURE
order winners/qualifiers STEP 5

 There are many techniques

 Focus Groups
 Interviews
 Questionnaires
 Market Research
 Put yourself in their shoes
 Complaints
 Surveys
 Do NOT rely on just one - or guess work
 Prioritising MEASURE
STEP 5

CTQ Customer A Customer B Priority

Lead time - 10 low

Delivery 10 20 medium
Price 20 40 high
Technology 40 - medium
Support 20 30 high
Etc

Total 100 100

 Understanding the MEASURE
customers’ perspective STEP 5

Summary
 Focus, focus, focus.
 Know your customers.
 Know their requirements.
 Ensure your processes are customer focused.
 Know how well you are meeting the customers’
requirements.
 Know how well your customers feel you are meeting
their requirements.
 Finally - is it easy being your customer?
 Bringing it together MEASURE
Threat v Opportunity Matrix STEP 5

Threat Opportunity

Short- If we don’t change If we do change

what are the what short-term
Term opportunities does
immediate threats?
it bring?
If we don’t change If we do change
Long- what are the long- what long-term
Term term threats? opportunities does
it bring?
Use a 3 - 4 sentence statement for each
 COPIS Analysis
Inputs Supplier

relationship to
CTQ’s the inputs

relationship to Process
the process

relationship to
the outputs

Customer Outputs
 COPIS Analysis
Inputs
MEASURE
STEP 5

What are the

CTQ’s input X’s?

What are the

process X’s?

What are the

Y’s? What are the
boundaries of
the process?

Outputs
 COPIS Process MEASURE
STEP 5

Identify
boundaries

Define
CTQ’s/outputs
Define First ideas
inputs Y to X
Basic
Identify basis Process
process steps

Verify Process
Step 7 process model Model
 COPIS Analysis
 Draw the current

Process process, graphically as you think

it is - warts and all.
 Use post-its for each activity.

 Identify outputs, customers,

inputs and suppliers.
 Think about CTQ’s to Y’s to X’s.

Then later in the project

How will the  Check it out with the process
CTQ’s be users (step 7)
delivered?  Use it to identify bottlenecks,
problems, etc. (step 9)
 Quality Related Cost MEASURE
Analysis STEP 5

 Prevention costs
 Costs of activities to prevent problems occurring,
e.g. protective mat on workbench
 Appraisal costs
 Cost of activities to detect problems and defects,
e.g. incoming inspection
 Failure costs
 Costs related to rectifying failure,
e.g. rework, complaints handling

 QRC can be 20 - 40% of total costs

 QRC before and after... MEASURE
STEP 5

30
Total 37
25

20
Prevention
15 Appraisal
Total 22
Failure
10

0
Before % After %
Lunch Break - 60 minutes
Exercise 7 - COPIS Analysis

 From the CTQ’s

obtained yesterday
identify the process that
will deliver them.
 Use post-its to produce
a high level process.
 Identify any suppliers
that will be involved in
providing the CTQ’s.
Exercise 8 - Getting information from
Customers

 Determine the information

you will need to obtain
from the customer to
confirm and refine the
CTQ’s for the PGT’s
Documentation process.
 Design a 10 minute
interview guide to collect
this information.
 Conduct the interview
with the customer.
Tea Break - 10 minutes
 Building the Vision MEASURE

- What is done? STEP 6

Purpose
 To create a clear vision of the future to whet
the appetites of all stakeholders.
Deliverables
 A clear and concise vision of what the future
process must do. Initially the team’s view,
this is re-visited after listening to the
process stakeholders.
 Why Build the Vision? MEASURE
STEP 6

 What will the future look and feel like after

the improvement change has been fully
implemented?
 Motivates all involved (team, operational
staff, champions, other stakeholders) to
want to make it happen.
 A common shared vision avoids a ‘tug of
war’ / pulling in all directions.
 Building the Vision MEASURE
Process: STEP 6

More of / less of
Analysis

Corridor
Conversation

Communication The
plan project
vision
 More of / Less of … MEASURE
Analysis STEP 6

 Behaviours in future after the desired

process change has occurred.
 Examples:
 More empowerment for staff to…..
 Less wasted time getting …
 Team brainstorm a list and validate it with
the key process stakeholders.
 List can be used to Build the Vision.
 Corridor Conversation MEASURE
STEP 6

Background What if we
don’t do it?

Why do it?

How it fits the

Why do it now? business
strategy?
 Corridor Conversation MEASURE
STEP 6

 The one (or two) minute ‘sound-bite’ speech to

the director in the corridor, restaurant, etc.
 Idea is to be able to ‘casually’ brief a potential ally
about your particular project, or about DMAICR.
 Key networking and influencing approach.
 It should seem ‘off the cuff’ but actually is well
prepared and rehearsed and puts across all the
intended key messages.
 Communications Plan MEASURE
STEP 6

 Starts at this stage, but is re-visited

and improved throughout the project.
 Used to plan the communications the team will need
to make throughout the project. It includes:

Communications Plan
Message Response Media Audience When/Who Measure
Exercise 9 - Building the Vision

 Use ‘More of/Less of’

tool to create an
attractive vision for the
future. (Note this must
be achievable)

 Report back your

vision.
 Listening to Stakeholders MEASURE
- What is done? STEP 7

Purpose
 To identify and engage the key players so they are
supportive and will give access to their staff, their
processes and their measurements.
Deliverables
 List of all process stakeholders and their possible
involvement in the improvement activity.
 A validated description of the process under
investigation.
 Why Listen to Stakeholders? MEASURE
STEP 7

 There are other people involved with the

process other than customers.
 These stakeholders can support and
prevent change.
 Must identify all stakeholders and
determine their influence.
 Must convince stakeholders to “buy in” to
the project and potential changes.
 Why should I change?

What qualifies you

Are you criticising to make this change?
my current process?
If you change the process
It’s worked OK for the in that way, I will
last 5 years, not have a job!!!
so why change now?
Your changes will take
I have got to learn all the fun out
new methods!! of the job!!

Not invented here!! It won’t work!!

The Softer parts of Change Management

 Many improvement projects fail because the

change hasn’t considered the various
stakeholders.
 Therefore they need to be involved and
listened to throughout the project.
 Stakeholder Analysis MEASURE
STEP 7

This step is about turning the need and

the vision into commitment from all
stakeholders.

Who are the stakeholders?

What is their interest?
What is their influence?
What is their authority?
Have we listened to them?
Will they support or prevent change?
 Stakeholder identification MEASURE
STEP 7

STAKEHOLDERS

Name Function Level of Interest Action Needed

& Influence

Builds into the full Stakeholder Analysis at Step 14

Obtaining Information On MEASURE
STEP 7
Stakeholder Needs and Views
This is similar to the the list we
identified for customers…..
 Focus Groups
 Interviews
 Questionnaires
 Market Research
 Put yourself in their shoes
 Complaints
 Surveys
 Why Understand the MEASURE
Current Process? STEP 7

 In order to improve we must know what the

current process/ processes are
- the as-is state.
 Understanding the current process helps
define the boundary of the project.
 Knowing the process can help in ensuring
the correct team members
 Reviewing some MEASURE
process fundamentals STEP 7

- all work is a process

The The
supplier customer
A series of steps and actions that
produce an output for the customer

Processes are a blend of any two or

more of these: people, equipment,
method, material & environment
 Processes have MEASURE
requirements too: STEP 7

Standards Procedures

Inputs from Outputs to

Process
suppliers customers

People, skills, Equipment,

knowledge facilities
 Foundations for success MEASURE
the Process Model STEP 7

Process Model: a picture of the

steps/activities that change inputs to
outputs

Suppliers Customers
Inputs Outputs

Understanding the process and where things go wrong

 Processes tend to flow MEASURE
across the organisation STEP 7

External C External
suppliers B customers

A D E
 Processes are always more
MEASURE
complex than you imagine STEP 7

Keep it simple at the top and then

drill down to more detail

The drop shadow

 Levels/hierarchy of Processes MEASURE
STEP 7
Key Processes - level 1
Strategy Market Sell Service Admin

Set up
Subprocesses new loans direct
Customer
repayment
Customer
(Level 2) enquiries Satisfactn alterations
quotations debits

Subprocesses Through
Microprocesses
(Level 3 And Below)
 COPIS analysis: MEASURE
Setting the boundaries STEP 7

Where does And where

the process does it end?
begin?

What are my Do I have a

requirements clear set of
from the customer
supplier? requirements?
What’s included and what isn’t
 Process Validation MEASURE
STEP 7

During this step the process itself is checked….

Is this what is
actually done?
 Process Stapling MEASURE
STEP 7
 A painless way to find out what’s really
happening in the process.
 A good first step in process mapping.
 A way to identify and understand the
‘frustrations’ in the process.
Physically walk
through each step
of the process, as if
you were an item
going through the
process. Observe
what happens and
record typical times
and weaknesses.
Process mapping - the deployment flowchart
highlights the customer supplier relationships
Ann Brian Clare
Does Ann have a clear
understanding of
Brian’s requirements?

Does Brian have a clear

understanding of
Clare’s
requirements?

Things usually go wrong at the interface

 Clear measures of the MEASURE
current process STEP 7

 Clear measures of the process are important:

 starting point
 defining end point
 measuring progress
 CTQ’s are critical measures
 Also consider Quality Related Costs
 they provide an economic measure
 Listening to Stakeholders MEASURE
- Summary STEP 7

 Identify all the key players.

 Show them the needs and the vision.
 Identify the potential supporters and opponents.
 Determine whether there are enough supporters
to enable you to proceed.

Tip: Get them on your side, and

never overlook a key player!
Exercise 10 - Stakeholder Analysis

Use the case study material to:

- List all the key stakeholders
to your improvement
project.

- Identify their views,

perspectives, needs and
concerns.

- Think about the actions you

need to take.
 GO BACK ! !

Step 5
Consolidating
the need Step 6
Building the
vision

The Shaping phase Step 7

Listening to
is not a linear stakeholders
process, but one Increasing maturity
which will require of knowledge about
several iterations the process
 Belt Training

Review of the Day